2002-2004
2002-2004
llllllll
UNIVERSITY ^/MARYLAND
School of
Medicine
The Oath of Hippocrates
I do solemnly swear by that which I hold most sacred that I will be loyal to the profession of medi-
cine and just and generous to its members. That I will lead my life and practice my art in upright-
ness and honor. That into whatsoever house I shall enter it shall be for the good of the sick to the
utmost of my power. I hold myself aloof from wrong, from corruption, from the tempting of
others to vice. That I will exercise my art solely for the cure of my patients, and will give no drug,
perform no operation for a criminal purpose even if solicited, far less suggest it. That whatsoever
I shall see or hear of the lives of men, which are not fitting to be spoken, I will keep inviolably
secret. These things I do promise and in proportion as I am faithful to this my oath, may happi-
ness and good repute be ever mine; the opposite if I shall be forsworn.
University of Maryland School of Medicine
University of Maryland Baltimore
655 West Baltimore Street
Baltimore, Maryland 21201-1559
Admissions Office: (410) 706-7478
The University of Maryland Baltimore is an equal opportunity institution with respect to both education and employ-
ment. The University's policies, programs and activities conform to pertinent federal and state laws and regulations on
nondiscrimination regarding race, color, religion, age, national origin, sex and handicap.
The School of Medicine has the objective of securing a broad racial, sexual and ethnic balance in its enrollment. To
achieve this objective it gives even' consideration to minority student applications.
The University of Maryland Baltimore is accredited by the Middle States Association of Colleges and Schools. The
School of Medicine is accredited by the Liaison Committee of Medical Education, the accrediting body for the
Association of American Medical Colleges and the American Medical Association.
Digitized by the Internet Archive
in 2013
http://archive.org/details/medcatalog02unse
Welcome From the Dean
I am delighted to share with you the information in this
catalog, which provides an overview of the University
of Maryland School of Medicine and its educational
programs. We are very proud of our students -
a wonderfully diverse group from all over the world.
The University of Maryland School of Medicine has
a proud tradition of excellence beginning with our
founding in 1807. Our dedicated and outstanding
faculty, staff, and students continue this tradition today.
I am pleased that you are interested in the School
of Medicine and I invite you to learn all that you can
about our school. If you still have questions, please call
our Admissions Office at (410) 706-7478 or check
our website at http://medschool.umaryland.edu.
-"^s^fed^"
Donald E. Wilson, MD, MACP
Vice President for Medical Affairs &
Dean, School of Medicine
Contents
PROFILE
The University of Maryland Baltimore 1
Milestones 2
Education 3
Research 4
Community Service 5
The Campus and Beyond 6
ADMISSIONS INFORMATION
Application 7
Early Decision Program 7
Application Selection Criteria 8
Admission to the First- Year Class 8
Advanced Standing 10
FINANCIAL INFORMATION
Determination of In-State Status 11
Tuition and Fees 11
Fees 12
Registration 12
Withdrawal 13
Academic Standing 13
Refunds 13
Leaves of Absence 15
Required Equipment 15
Financial Assistance 15
University and Medical School Funds 16
Scholarships 16
Loan Funds 17
Outside Sources 17
ACAMEMIC INFORMATION
Accreditation 19
General Rules 19
Grades and Promotion 19
Equal Opportunity 20
Unethical Conduct 20
Graduation Rate 20
Salary and Employment Information 21
Prizes and Awards 21
Graduation with Honors 24
Professionalism in Medicine 24
PROGRAM OF STUDY
Curriculum
Curriculum 26
Curriculum at a Glance 27
Year 1-37 weeks 27
Block I-Medical Informatics 27
Block Il-Structure and
Development 27
Block Ill-Human Behavior 28
Block IV-Cell and
Molecular Biology 28
Block V-Cell Function Section
of Functional System Block 28
Block VI-Neurosciences 28
IHB-Intimate Human Behavior 28
Block VII-Functional Systems 29
ICP-Introduction to
Clinical Practice 29
Year 11-34 weeks 29
Block VIII-Host Defenses
and Infectious Diseases 29
Block IX- Pathophysiology
and Therapeutics 29
Physical Diagnosis 29
Year 111-48 weeks 30
Year IV-32 weeks 30
Combined MD/PhD Program 30
Office of Student Research 32
Graduate Programs 34
Residencies and Fellowships 35
Program of Continuing
Medical Education 37
INTERNSHIPS AND RESIDENCIES
Classes of 1998, 1999 and 2000 38
RESOURCES
Office of Medical Education (OME) 45
Health Sciences and Human
Services Library 47
Medical Alumni Association 48
Affiliations 48
The University of Maryland
Medical System (UMMS) 49
VA Maryland Health Care
System (VAMHCS) 51
Area Health Education Center
Program (AHEC) 52
STUDENT LIFE
Office of Student Affairs 53
Electives 53
Residency Planning 53
Human Dimension in
Medical Education (HDME) 53
White Coat Ceremony 54
The Office of Student and Faculty
Development 54
Student Government 55
Student Organizations 55
Publications 60
Institutional Governance
and Planning 61
Student Health Services 62
Counseling Center 62
Housing 63
Athletic Center 63
Baltimore Student Union 64
Parking and Transportation 64
SCHOOL OF MEDICINE
DEPARTMENTS
Anatomy and Neurobiology 65
Anesthesiology 66
Biochemistry and Molecular Biology 61
Dermatology 68
Diagnostic Radiology 70
Epidemiology and Preventive Medicine 71
Family Medicine 74
Medical and Research Technology 76
Medicine 78
Cardiology 80
Endocrinology, Diabetes, and
Nutrition 80
Gastroenterology 82
General Internal Medicine 82
Geographic Medicine 83
Gerontology 84
Hematology and Oncology 85
Hypertension 86
Infectious Diseases 86
Nephrology 88
Pulmonary and Critical
Care Medicine 88
Rheumatology 89
Microbiology and Immunology 90
Neurology 91
Neurosurgery 92
Obstetrics, Gynecology and
Reproductive Sciences 92
Ophthalmology 94
Orthopaedic Surgery 94
Pathology 95
Pediatrics 97
Pharmacology and Experimental
Therapeutics 101
Physical Therapy 101
Physiology 102
Psychiatry 103
Radiation Oncology 105
Surgery 106
Emergency Medicine 107
General Surgery 107
Otolaryngology-Head and
Neck Surgery 108
Pediatric Surgery 109
Plastic and Reconstructive Surgery 109
Thoracic and Cardiovascular Surgery.. 1 10
Transplant Surgery 1 1 1
Urology Ill
Vascular Surgery 112
PROGRAMS
Program in Comparative Medicine 113
Program in Complementary Medicine ....1 13
Program in Human Genetics 1 14
Program in Neuroscience 115
Program in Oncology 116
Program in Trauma 117
ORGANIZED RESEARCH CENTERS
Center for Research on Aging 119
Center for Health Policy and
Health Services Research 120
Center for Health Promotion and
Disease Prevention 121
Center for Vaccine Development 121
ENDOWMENTS AND GIFTS
Chairs 123
Professorships 123
Visiting Professorships 123
Lectureships 123
Fellowships 124
Awards 124
Research Funds 125
Unrestricted and Other Funds 125
John Beale Davidge Alliance 126
UNIVERSITY AND MEDICAL SCHOOL
FUNDS
University Grants: Need based grants
awarded by Financial Aid Office.... 127
Scholarships 127
Loan Funds 128
Outside Sources 129
ADMINISTRATION AND FACULTY
University System of Maryland
Administration 131
Board of Regents 131
University of Maryland Baltimore
Administration 131
Academic Deans 132
School of Medicine
Administration 132
Board of Visitors 133
Department of Anatomy and
Neurobiology 133
Department of Anesthesiology 134
Department of Biochemistry and
Molecular Biology 135
Department of Dermatology 136
Department of Diagnostic Radiology
and Nuclear Medicine 136
Department of Epidemiology and
Preventive Medicine 137
Department of Family Medicine 138
Department of Medical and
Research Technology 138
Department of Medicine 139
Department of Microbiology
and Immunology 142
Department of Neurology 143
Department of Neurosurgery 1 44
Department of Obstetrics, Gynecology
and Reproductive Sciences 144
Department of Ophthalmology 145
Department of Orthopaedic Surgery 145
Department of Pathology 145
Department of Pediatrics 147
Department of Pharmacology
and Exp. Therapeutics 148
Department of Physical Therapy 149
Department of Physiology 149
Department of Psychiatry 150
Department of Radiation Oncology 153
Department of Surgery 154
UNIVERSITY POLICY
STATEMENTS 157
CAMPUS AND AREA MAPS 162
Profil
Established in 1807, the University of Maryland School of Medicine is the fifth oldest
medical school in the United States, the first to build its own teaching hospital and the
first to institute a residency-training program. The School of Medicine is the founding
school of the University of Maryland, and today it is an integral part of the 13-campus
University System of Maryland. On the University of Maryland Baltimore campus, the School of
Medicine serves as the foundation for a large academic health center that combines medical educa-
tion, biomedical research, patient care and community service. While its traditional excellence
remains constant, the School of Medicine and its national reputation continue to grow.
The School of Medicine boasts the oldest building in the Western hemisphere in continuous use
for medical education, the meticulously restored Davidge Hall, built in 1812. Two major classroom
and laboratory buildings, the fourteen-floor Bressler Research Building and the nine-floor Medical
School Teaching Facility, were completed in the mid-1970s. The mid-rise Biomedical Research
Facility was completed in late 1992. Health Sciences Facility I (HSFI), an interdisciplinary research
and teaching facility, was completed in 1995. HSFI provides clinical and basic science departments
and animal care facilities with approximately 80,000 additional net square feet. HSFI also provides
a much-needed connection from the Medical School Teaching Facility to Howard Hall and the
Bressler Research Building. Construction has begun on Health Sciences Facility II (HSFII), a
101,000 square foot state-of-the-art biomedical research facility. This six-story building will house
laboratories, research offices and conference rooms. All but one major medical school research
building is physically linked to the University of Maryland Medical Center and the Baltimore
Veterans Affairs Medical Center.
The University of Maryland Baltimore campus continues to expand as well. The 137-bed Baltimore
Veterans Affairs Medical Center, immediately adjacent and connected by bridge to the University of
Maryland Medical Center, joined the campus in 1993. Gudelsky Tower, the new high-tech University
Hospital patient tower opened in 1994, and was followed in 1995 by complete restructuring and
enhancement of the two-block hospital facade and main lobby. Completed in late 1995, the University
of Maryland Biotechnology Institute's Medical Biotechnology Center occupies a 1 96,000 square foot
facility. The center focuses on medical biotechnology research and training and serves as a catalyst for
economic development in health related aspects of molecular biology and medical biotechnology at the
basic, applied and clinical levels. The new Health and Human Services Library opened in 1998. It
provides cutting-edge service and amenities to its users and also serves as a Regional Medical Library of
the National Librarv of Medicine.
The University of Maryland Baltimore
The University of Maryland Baltimore (UMB), designated "UniversityCenter" by the city of
Baltimore administration, is the founding campus of Maryland's public university system. It is a
thriving center for education, patient care, research and community service. Seven graduate and
professional schools — the Graduate School, the Dental School and Schools of Law, Medicine,
Nursing, Pharmacy, and Social Work — together with the University of Maryland Medical
System, Greenebaum Cancer Center, R Adams Cowley Shock Trauma Center, the Baltimore
Veterans Affairs Medical Center and the University of Maryland Biotechnology Institute's Medical
Biotechnology Center — educate physicians, research scientists and many of the region's health
care, law and social work practitioners.
Profile 1
With $169.8 million in sponsored program support in FYOO, UMB is one of the fastest
growing biomedical research centers in the country. The University of Maryland Baltimore is
ideally configured to maximize collaborative opportunities with government agencies in tackling
complex health care, public policy and societal issues. Its location within the Baltimore-
Washington-Annapolis triangle — at the hub of one of the greatest concentrations of health care
institutions, research facilities, government agencies and professional associations in the nation —
offers a unique combination of strengths to comprehensively address regional problems with the
resulting conclusions having the potential for global implications. Areas of multidisciplinary
research, scholarship and community action include AIDS, aging, vaccine development, multiple
sclerosis, schizophrenia, hypertension, lead poisoning, cancer, child abuse and homelessness,
offering students a wide selection of field experiences.
Partnerships among university components and with the University of Maryland Medical
Center and the Baltimore Veterans Affairs Medical Center continually strengthen interdisciplinary
research, education and service endeavors.
Milestones
The foundation of the School of Medicine dates back to 1789 with the organization of the
Medical Society of Baltimore and Baltimore physicians' awareness that their numbers were
decreasing following the Revolutionary War. Foreseeing a potential opportunity for charlatans to
"practice" the art of medicine, founders of the medical society began to train prospective physi-
cians in their own homes, offering instruction in anatomy, surgery and chemistry. Soon faced with
strong citizen protest of anatomical dissection, the physician-teachers petitioned the Maryland
State Legislature to establish a college of medicine on a firm basis and under the protection of the
law. A charter incorporating the College of Medicine of Maryland was approved by the Maryland
General Assembly on December 18, 1807.
The fledgling College of Medicine of Maryland was in urgent need of a proper building, and a
lottery was authorized — not to exceed $40,000 — to benefit the medical college's building fund.
Over the next 15 years, seven more lotteries were authorized to benefit the school.
Dr. John Beale Davidge, a native Marylander trained in Scotland, became the first dean and
took the chair in surgery. His founding faculty were Dr. James Cocke (anatomy and physiology),
Mr. James Shaw (chemistry) and Dr. Nathaniel Potter (theory and practice of medicine). From
Col. John Eager Howard, a Revolutionary War hero and former Maryland governor, Davidge,
Shaw and Cocke purchased land that was "quite some distance from town" to protect against
unruly mobs who had demolished the doctors' first anatomical theater in violent opposition to the
dissection of human cadavers.
From the school's very beginning there was strong emphasis on bedside teaching. The first class
of seven received clinical instruction at the Baltimore Almshouse, a warehouse, a theater and infir-
mary for the poor.
Completed in 1812, Davidge Hall was built by Robert Carey Long, Sr., and modeled after the
Pantheon in Rome. The first classes were held in the new building in 1813, the same year the
College of Medicine of Maryland became the University of Maryland. In addition to its two
expansive circular amphitheaters constructed one atop the other, Davidge Hall was built with
dissecting cubbyholes, secret stairways and hidden exits that afforded early students and their
professors safe passage from angry mobs. It is said that the 1812 British bombardment of Fort
McHenry was viewed from the veranda of Davidge Hall, while in the harbor a few miles away
Francis Scott Key was writing the "Star Spangled Banner." Davidge Hall was meticulously reno-
vated in the early 1980s and recognized as a National Historic Place. In 1998 it was designated a
National Historic Landmark.
School of Medicine
The Baltimore Infirmary, forerunner of the University of Maryland Hospital, was built oppo-
site Davidge Hall in 1823, on the site of the present Baltimore Student Union. It was the first
hospital founded by a medical school for the express purpose of clinical instruction. It was also the
site of the first intramural residency program established in the United States. Senior medical
students lived in the hospital while helping to care for patients. The building was still in active use
until 1973, when its clinics were moved into the newly constructed north-wing addition to the
University of Maryland Hospital (circa 1934) and the old building razed.
In curriculum development, the University of Maryland School of Medicine enjoys a long and
proud tradition as an innovative leader. Maryland was the first school to recognize the value of the
basic sciences. In 1800, Dr. John Crawford was the first to vaccinate Baltimoreans against smallpox.
As early as 1810, he had presented evidence of the contagious character of tuberculosis. The gift of
Dr. Crawford's personal library became the nucleus of Maryland's extensive medical library.
In 1833 the school introduced the first preventive medicine course. The techniques of auscul-
tation and percussion were taught at the School of Medicine for the first time in Baltimore as early
as 1841, and in 1844 Dr. David Stewart, the first professor of pharmacy in the United States, initi-
ated his lectures at Maryland. In 1848, Maryland became the first school to require anatomical
dissection, followed six years later by the introduction of compulsory courses in gross and micro-
scopic pathology. Compulsory courses in experimental physiology and microscopy were intro-
duced six years later. A milestone in cancer research occurred in 1853, when Maryland's Dr.
Francis Donaldson became the first person in America to advocate biopsy and microscopic diag-
nosis of malignancy. Maryland was the first to establish chairs in the diseases of women and chil-
dren (1867) and diseases of the eye and ear (1873).
Mergers with the Baltimore Medical College in 1913 and the College of Physicians and
Surgeons in 1915 enabled the school to expand its clinical facilities and faculty. Early in the twen-
tieth century, Drs. James Rowland and Louis Douglas initiated off-site obstetrical care and home
delivery, prenatal clinics and an Rh blood-typing laboratory, significantly improving infant and
maternal health.
The School of Medicine has had its share of medical breakthroughs, including in more recent
decades the first successful antibiotic treatment of Rocky Mountain spotted fever, the first cure for
typhoid fever and the first laparoscopic ulcer surgery. In 1967, the school began one of the first
formalized family practice residency programs in the country. In 1994, Maryland became the first
medical school in the nation to integrate medical informatics into its curriculum.
The R Adams Cowley Shock Trauma Center, which opened in 1961, serves as a worldwide
model for emergency medical treatment. The University of Maryland Greenebaum Cancer Center
is a strong participant in new drug development and research, and virtually every important drug
used in oncology has been tested in this program.
Today's University of Maryland School of Medicine is an exciting, vibrant institution where
medical history continues to be written.
Education
The School of Medicine initiated a new curriculum with the 1994 entering freshman class. The
new curriculum differs from the previous, more traditional curriculum in the following areas: the
basic sciences are no longer taught as discipline-specific "courses" but are integrated and taught as
"blocks," using interdisciplinary teaching with both basic and clinical science teachers.
Committees chaired by faculty members from major block courses determine course content and
teaching methodologies. Lectures, small discussion groups and laboratories are used with extensive
time available for self-learning. Problem-based learning was tested in several blocks during the
1994-95 academic year with more widespread use in the 1995-96 freshman year. The sophomore
year also utilizes the interdisciplinary "blocks" approach as the freshman class moved into the
Profile
second-year curriculum in 1995-96. There is a marked reduction in lecture hours with an
emphasis on independent study with availability of mentors and learning resources. Another major
change is a half-day course dedicated to the Introduction to Clinical Practice which was initiated
at the inception of the 1994-95 freshman year and continues throughout the first two years. This
course includes instruction in interviewing techniques, physical examination, intimate human
behavior, ethical issues and the dynamics of ambulatory care delivery. Much of this two-year longi-
tudinal experience is gained off-site in clinical settings. Changes within the last two years of medical
education include a mandatory ambulatory month-long rotation in family medicine, emphasis on
ambulatory teaching in all other clinical rotations, and a longitudinal half-day experience in a clin-
ical setting in which the student will have continuity of care for patients and families.
The ties between the medical school and the hospital enrich and enhance both medical education
and health care. All physicians practicing at the University of Maryland Medical System and at the
Faculty Professional Building have School of Medicine faculty appointments and are actively
involved in the educational process in addition to supervising residency training for more than 600
postgraduate positions at the University of Maryland Medical Center and affiliated hospitals. The
Medical System includes a 724-bed teaching hospital, the Greenebaum Cancer Center and R Adams
Cowley Shock Trauma Center on campus, as well as the James Lawrence Kernan and Deaton
Hospitals off campus.
Medical care and education are further enhanced by the location of the Baltimore Veterans
Affairs Medical Center on this campus in a state-of-the-art hospital adjacent to the School of
Medicine and the University of Maryland Medical Center. Together, these facilities serve as the
major clinical training sites as well as sources of comprehensive health care for the local commu-
nity and the state. The school also has established clinical affiliations throughout the region, giving
students unusual flexibility in clinical experiences.
In an effort to nurture more interest in basic research and to meet the increasing demand for
physician-scientists, the school offers a combined MD/PhD program in 10 medical disciplines and
an MD/MS program in preventive medicine. Although the schedule can be flexible, MD/PhD
students typically complete the freshman and sophomore years of medical school, enroll as grad-
uate students until PhD completion, and then begin their clinical clerkships. Combined MD/PhD
degree studies can be completed within six to eight years.
Medical students in the track leading to the MD/MS in preventive medicine may complete the
dual-degree program in five years. The fifth year is counted as one year of preventive medicine resi-
dency training by the American Board of Preventive Medicine.
Graduate programs are offered at the master's and doctoral levels in the basic sciences. There is
a baccalaureate program in medical and research technology, a master's program in physical
therapy, a master's program in genetic counseling, as well as a number of interdisciplinary
programs with both service and research components.
Continuing education programs are sponsored for practicing physicians throughout the region.
The School of Medicine offers students an excellent spectrum of resources and field experiences.
Located along the Baltimore- Washington corridor, the school is in the midst of a great concentra-
tion of health care institutions, research centers, government agencies and professional associations.
Research
The University of Maryland School of Medicine is one of the country's fastest growing research
institutions, with total awards of $169.8 million in FY00. According to the Association of
American Medical Colleges (1998-99), the School of Medicine ranked 9th among public medical
schools in direct NIH funding, ranking in the top 20 percent of all public medical schools.
School of Medicine
That funding, combined with our faculty's expertise and cutting-edge research, has produced
some remarkable breakthroughs:
• Discovered genetic biomarker for earlier diagnosis of esophageal cancer that may lead to
better, more effective treatment (2000).
• Introduced Intensity Modulated Arc Therapy (IMAT), which delivers a higher, more
uniform concentration of radiation that attacks tumors while sparing surrounding organs
and tissues (2000).
• First to offer new treatment for inoperable liver cancer, TheraSphere, a therapy that uses
microscopic glass beads to deliver radiation directly to tumors (2000).
• Discovered receptor in the brain that is key to understanding the blood-brain barrier —
the nearly impenetrable interface between the bloodstream and the brain (2000).
• Performed more kidney transplants than any other medical center in the U.S., and became
the second largest center for pancreas transplants (1999).
• Performed the most laparoscopic kidney removals from living kidney donors in the world
(1996-2000).
• Developed first blood test to detect the enzyme telomerase, which can indicate the early
spread of lung cancer (1999).
• Developed a successful blood cleansing procedure to enable people on kidney dialysis to
receive a kidney transplant without fear of immediate rejection (1999).
• Discovered first clear link between autism and gastrointestinal disorders (1999).
In the last several years the School has consistently produced more than 50 invention disclosures
annually and over 50 patents since 1997, establishing Maryland as a hub for life sciences activity in
the region. Technologies developed at the School of Medicine have formed the basis for at least five
Baltimore-area companies.
Other research projects are examining how intervention can make a difference for inner city
youngsters trying to avoid the perils of HIV infection, drug use and street violence. Another
project is tracking how intensive outreach can keep trauma victims from becoming repeat shock
trauma patients.
Community Service
The School of Medicine's most important mission continues to remain the same after nearly
two centuries, that of educating physicians to meet the health care needs of the people of Maryland
and beyond. The School of Medicine is a vital part of the West Baltimore neighborhood in which
it resides, and its faculty, staff and students are increasingly involved in activities that bring a better
quality of life to its neighbors.
Each year School of Medicine students provide hundreds of thousands of hours of service in
hospitals, clinics, homeless shelters and schools throughout the state. Program involvement includes:
• S.TO.P. AIDS — Student/Teacher Outreach Program — sends volunteer students into
Baltimore City Public Schools to discuss HIV prevention. Thousands of West Baltimore
elementary and middle school students have been taught about the disease's medical and
social implications.
• Domestic Violence Workshop - student volunteers sponsor a workshop that creates a
heightened awareness of this complex problem and teaches future physicians how to spot
the sometimes subtle signs of abuse.
• Health Care and the Homeless Project — allows students to spend time at shelters such as
South Baltimore Station, providing health care screening and education.
Profile 5
Faculty members provide countless uncompensated hours of primary and preventive care to the
residents of Baltimore through programs such as:
• Baltimore Alliance for the Prevention and Control of Hypertension and Diabetes — brings
all of the resources of the University of Maryland physician community together to
promote accessible, comprehensive hypertension and diabetes education, prevention and
treatment strategies within the Baltimore community, with emphasis on the underserved.
• Focus on Kids — a community/university partnership that addresses the many issues,
including HIV, drug use and violence facing pre-adolescents and adolescents.
• Paquin Family Health Center — a school-based health center at Paquin High School,
Baltimore City's school for pregnant young women and teen mothers. Primary, pre- and
post-natal care and psychosocial support are provided for mother and child.
The Campus and Beyond
The School of Medicine is an integral part of one of the country's first centers for professional educa-
tion and research. Its urban campus, shared with six other professional schools and the Health
Sciences and Human Services Library, the University of Maryland Medical System, the University of
Maryland Biotechnology Institute's Medical Biotechnology Center and the Baltimore Veterans
Affairs Medical Center, also hosts the Hope Lodge and Baltimore Ronald McDonald House, both
offering low cost housing and a home-atmosphere for adult and pediatric outpatients and their fami-
lies receiving medical treatment in the Baltimore area.
Opportunities abound for faculty and students to join with other health and human service
professionals in interdisciplinary study, informal discourse and collaborative clinical practice and
research, offering students a wide selection of field experiences.
In addition to professional opportunities, Baltimore offers a stimulating environment in which to
live and study. Baltimore residents enjoy the sophistication of a large metropolitan city combined
with easy accessibility to surrounding beaches, mountains and rural areas. The many attractions and
resources of Washington, D.C., are less than a one-hour drive from Baltimore.
Having been the setting for significant events in the history of our country and a renowned
foreign-commerce seaport, Baltimore maintains a strong feeling of the past, typified by the many
charming neighborhoods of restored houses and an abundance of historic monuments and buildings.
Within easy walking distance of the campus is the nationally acclaimed Inner Harbor area where
Harborplace, the National Aquarium, Maryland Science Center, and the Pier 6 Pavilion share the
festival atmosphere of the harbor with hotels, shops and restaurants, water taxis, and pleasure and
tour boats. Both restored and newly constructed townhouses and condominium complexes share the
waterviews, excitement and atmosphere of downtown living.
Warm weather months signal festival time in Baltimore with such annual offerings as Preakness
Festival Week, Artscape, the Baltimore City Fair, the Flower Mart and the many ethnic festivals that
celebrate the city's diverse populations. As a cultural center, Baltimore has offerings to please the most
discriminating tastes, including a world-class symphony orchestra, excellent museums and libraries,
professional theater, ballet and opera.
For sports fans Baltimore boasts a varied menu. Offerings include American League Baseball with
the Orioles, professional football with the NFL Ravens, indoor soccer and ice hockey, NCAA and
club lacrosse, horseracing and steeplechase and polo in the suburban counties. The home of the
Baltimore Orioles, Oriole Park at Camden Yards, is but a two-block stroll from our campus, and the
PSI Net Stadium, home of the Super Bowl Champion Baltimore Ravens, is immediately adjacent to
Camden Yards. There are numerous public golf courses in the city and surrounding counties, and
the Baltimore harbor and nearby Chesapeake Bay offer unparalleled opportunities for boating,
fishing and water sports. Gastronomy aficionados will delight in experiencing the seafood for which
the region is famous.
6 School of Medicine
Admissions Information
Application
The University of Maryland School of Medicine is a participant in the American Medical College
Application Service (AM CAS). All requests for a place in the first-year class must be initiated by
an AMCAS application. AMCAS application request cards can be obtained from AMCAS,
Section for Student Services, Association of American Medical Colleges, 2501 M Street, NW,
Lobby-26, Washington, DC 20037-1300. In addition, they are usually available from the premed-
ical advisory office at the undergraduate college. AMCAS application material is ready for distri-
bution about mid-May of the year in which an individual plans to submit an application to the
School of Medicine.
For the School of Medicine, the AMCAS application is the first of a two-stage application
process and is due in Washington by November 1. The Committee on Admissions thoroughly
reviews the AMCAS application and, based on the information contained in it, determines whether
the second stage (School of Medicine) application form will be sent. A non-refundable application
fee ($50), payable to the University of Maryland School of Medicine, is sent only with submission
of the second stage application form, which is due by December 1 . All applicants who are deter-
mined to be residents of the state of Maryland are invited to submit a second-stage application.
Nonresidents will either be sent second-stage application material or will be informed that the
Committee on Admissions cannot continue the application process.
The application form, supporting credentials and letters of recommendation should be filed as
early as possible in the application period. Please do not have letters of recommendation sent prior
to submission of the second-stage application.
The applicant must assume responsibility for assuring that all required materials and the
completed application packet are filed with and received by the Committee on Admissions. The
applicant is expected to respond truthfully and completely to all questions on the AMCAS and
School of Medicine application forms. An applicant who provides false or misleading information
may be denied admission or, if enrolled before discovery of irregularity in the application process,
may be dismissed from the School.
Early Decision Program
The University of Maryland School of Medicine has an Early Decision Program for applicants
who are sure that their first choice of medical schools is the University of Maryland. The
Committee on Admissions interviews selected early decision applicants and makes a decision on
these students before considering the regular pool of applicants. By applying for early decision, the
highly qualified applicant avoids having to make numerous other applications. Applicants with
less competitive academic credentials, or those without the support of their premedical advisor, are
discouraged from applying through this program.
The early decision applicant must apply only to this school by the AMCAS deadline of August
1. Applicants must provide all supplementary information by September 1. Interviews will take
place at the medical school between mid-August and late September. No one will be accepted
without an interview. If offered a place by this School, the applicant cannot apply elsewhere. All
decisions for this program are made by October 1 .
Admissions Information
The Committee on Admissions can make one of three decisions for each early decision appli-
cant: 1) acceptance; 2) rejection; or 3) placement into the regular applicant pool for review at a
later time. Each applicant will be notified promptly of the Committee on Admissions' decision so
that those not accepted through this program can apply elsewhere.
Individuals who apply through the Early Decision Program cannot apply to any other medical
school until they are notified that they have not been accepted through this program at the
University of Maryland.
Applicant Selection Criteria
Academic achievement, extracurricular activities, personal characteristics, recommendations from
the premedical committee or college instructors, scores on the Medical College Admissions Test
(MCAT) and personal interview all are considered in the committee's evaluation of an applicant.
Academic achievement and/or high MCAT scores do not in themselves ensure acceptance. Of
significant concern to the Committee on Admissions are the applicant's character, personality and
potential to perform as a medical student and as a future physician. Personal integrity, emotional
maturity and stability, motivation, interests and activities outside the classroom and interpersonal
and communication skills are all carefully evaluated. Candidates for the MD degree must have the
attitudes, knowledge and skills to function in a broad variety of interpersonal situations and to
render a wide spectrum of patient care. Proficiency in both written and spoken English is required.
A copy of the School of Medicine's policy on Essential Requirements for Admission, Academic
Advancement and Graduation is available upon request.
Applications from persons with outstanding credentials from other areas of the United States and
Canada are welcome and will receive all possible consideration. Preference in the selection process
is given to residents of the state of Maryland. Applications can be processed only from citizens of
the United States and Canada or from individuals who reside in this country on a permanent resi-
dent visa. Occasionally an applicant residing in the United States holds a visa permitting him or her
to live in the United States indefinitely and to establish residency in one of the states. Applications
are accepted from these individuals. Those on a time-limited visa, such as a student visa, are not
eligible for admission to the School of Medicine.
Admission to the First-Year Class
The student should plan a four-year undergraduate curriculum with a suitable arts or science
major leading to a bachelor's degree. The Committee on Admissions encourages all applicants to
pursue a course of study that is rigorous, scholarly and focused on areas that are intellectually chal-
lenging and interesting to the applicant. The Committee on Admissions seeks to admit students
with diverse academic backgrounds.
A minimum of 90 semester hours of acceptable college credit is required, exclusive of physical
education and military science. These must be earned in colleges or universities whose names
appear on the current list of Accredited Institutions of Higher Education as compiled by the
National Committee of Regional Accrediting Agencies of the United States. The only courses
accepted are those that are approved for credit towards a degree by the university or college
attended. Preparation at a foreign college or university must be supplemented by two years or
more of work in an approved university or college in the United States.
Successful completion of the following courses and credits is required prior to matriculation at
the School of Medicine:
8 School of Medicine
Course
Semester Hours
Biological sciences
8
with lab
General chemistry
8
with lab
Organic chemistry
8
with lab
General physics
8
with lab
English
6
A grade ofC or better is mandatory for all required courses.
No more than 60 hours can be accepted from accredited junior colleges and then only if these
credits are validated by a college offering a Bachelor of Arts or Science degree. Advanced place-
ment credits for science courses taken in high school may be accepted if the applicant's college
(which grants the bachelor's degree) has given college credit for those courses. Other exceptions
may be granted at the discretion of the Committee on Admissions.
Selected students who enter the School of Medicine from colleges that usually grant a baccalau-
reate degree after the successful completion of the first year of medical school are responsible for:
(1) providing a certificate from the college or university certifying eligibility for this degree; and
(2) meeting all requirements of the School of Medicine for advancement to the second year.
The MCAT must be taken no later than fall of the year preceding the desired year of entrance
and must be taken within four years of the anticipated date of matriculation. Applicants should
write to the MCAT Program Office, 2255 North Dubuque Road, PO Box 4056, Iowa City, Iowa,
52243, for further information and registration forms, or to the Committee on Admissions,
University of Maryland School of Medicine, 655 W. Baltimore Street, BRB 1-005, Baltmore,
Maryland, 21201, (410) 706-7478.
A letter of recommendation from the undergraduate premedical committee or an officially
designated premedical advisor is required. If the applicant's undergraduate college or university
does not have a premedical committee or advisor, three letters of recommendation are required
from faculty who have taught the applicant. Two of these letters must come from instructors who
have taught the applicant in the sciences. Applicants who have earned advanced degrees or who
have been out of school for a significant length of time should submit a letter of recommendation
from each component of their education or major work-related experience. Letters of recommen-
dation should be submitted by individuals qualified to evaluate the applicant's accomplishments,
productivity and character in an objective and critical manner. All letters of recommendation
should be sent directly to the Committee on Admissions. They are not to be sent to AM CAS.
Each applicant's credentials are evaluated by the Committee on Admissions to determine if an
interview is to be granted. All interviews are conducted at the University of Maryland School of
Medicine. These interviews are scheduled in advance by invitation.
In its selection process, the Committee on Admissions must use the applicant's residency status
that is in effect on the last day applications can be received (December 1). The University of
Maryland Baltimore Office of Records and Registration is responsible for all decisions regarding
residency. All questions, complaints and appeals regarding residency status should be directed to
that office: 621 West Lombard Street, Baltimore, Maryland 21201-1575; (410) 706-7480, not to
the School of Medicine Office of Admissions. Nonresidents who matriculate at the School of
Medicine should plan to maintain that status throughout the four years of medical school. Current
standards for reclassification to in-state status are rigorous and make reclassification difficult.
For further information regarding the admissions process in general, the applicant is referred to
a booklet entitled "Medical School Admissions Requirements," which can be obtained from:
Association of American Medical Colleges
Membership and Publication Orders
2450 N Street, NW
Washington, DC 20037-1131
Admissions Information 9
Advanced Standing Policy
Students who have attended a Liaison Committee on Medical Education (LCME) accredited
medical school in the United States or Canada are eligible to file application for admission to the
third year class only. Applications must be submitted between February 15 and May 1 of the desired
year of admission. Applicants for advanced standing must meet all of the current first year entrance
requirements and must present undergraduate credentials comparable to those of students in the
third year class into which they are attempting to transfer. Applicants will be considered for transfer
only if they have attended a medical school with a curriculum that is comparable to that offered at
the University of Maryland School of Medicine. All applicants must pass Step I of the United States
Medical Licensing Examination before they will be allowed to matriculate at the School of
Medicine. Residents of Maryland will be given preference in the selection process. The number of
transfers accepted will be limited by attrition.
All applicants must furnish letters of recommendation from the dean and faculty of the medical
school where they are currently enrolled. No student who has been dismissed from any medical
school will be eligible for advanced standing unless his/her former dean submits a letter addressed
to the Committee on Admissions confirming that the student has been reinstated in good standing
and is eligible for promotion. No student can be considered who is not eligible for promotion at
the time of transfer.
Persons who already hold the degree of Doctor of Medicine cannot be admitted to the medical
school as candidates for that degree from this University. Individuals whose graduate work has
been in the fields of osteopathic medicine or podiatric medicine are not eligible for advanced
standing. Individuals whose graduate work has been in the field of dentistry may apply for
advanced standing through the Oral-Maxillofacial Surgery/MD Program. Information regarding
the combined degree program can be obtained by writing to:
Dr. James Hupp
c/o Mrs. Antoinette Saunders
Advanced Dental Education
Office of Admissions and Student Affairs
Baltimore College of Dental Surgery
666 West Baltimore Street
Room 4-A-22
Baltimore, MD 21201
10 School of Medicine
Financial Information
Determination of In-State Status
An initial determination of in-state status for admission, tuition and charge-differential purposes will
be made by the university at the time a student's application for admission is under consideration.
The University of Maryland Baltimore Policy for Student Residency Classification for
Admission, Tuition and Charge-Differential Purposes was changed effective with the fall 1991
semester. There are several significant changes in the criteria for determining eligibility for in-state
status. Students currently classified as nonresidents are encouraged to review this policy. Copies of
the policy are available at the Registrar's Office, Office of Records and Registration, room 326,
Baltimore Student Union, (410) 706-7480.
Tuition and Fees (1998-99 academic
year schedule)
Per Semester
Per Year
Application Fee/Matriculation Fee *
$
$ 50.00
Tuition — In-State
6,772.50
13,545.00
Tuition — Out-of-State
12,960.50
25,921.00
Student Activities Fee
37.50
75.00
Transportation Fee
13.00
26.00
Hospital Insurance (Individual) **
514.00
1,028.00
Student Liability Insurance ***
—
260.00
Supporting Facilities Fee
158.50
317.00
Disability Insurance
11.80
23.60
Dormitory Fee **** Contact Housing
Graduation Fee — Seniors
45.00
Student Government Fee
7.50
15.00
Hepatitis Vaccine (First Year)
150.00
TB Screening
10.00
Laptop Computer - First Year
625.00
1,250.00
Second Year
750.00
1,500.00
(Billed for four semesters)
Late Payment Fee 5% or $100.00 Maximum
* An application fee of $50 should be submitted with the formal application to the School of Medicine. This
fee will be applied against the matriculation fee for accepted students. A partial tuition prepayment may
be required before matriculation.
** Hospital insurance is required of all full-time students. A brief outline of the student health insurance program
is furnished to each student. Students with equivalent insurance coverage must provide proof of such coverage
by September 15 for fall registration and by February 15 for spring registration to Student and Employee
Health at the time of registration to obtain a hospital insurance waiver. Rates quoted are subject to change.
*** Student liability (malpractice) insurance is required of all students.
**** Rate based on 10-month year. Transient rates available for summer.
NOTE: Costs are subject to change without prior notice.
Financial Information
11
Fees
The application and/or matriculation fee partially defrays the cost of processing applications for
admission and enrollment data in the professional schools. These fees are not refundable.
The tuition charges meet a portion of the costs for the educational program and supporting
services.
Student activities fees are used to meet the costs of various student activities, student publica-
tions and cultural programs. The Student Government Association, in cooperation with the
Dean's Office, recommends expenditure of the fees collected.
The supporting facilities fee is used in support of the expansion of various facilities on campus
that are not funded or are partially funded through other sources.
The transportation fee helps to expand and enhance parking and shuttle services.
Diploma fees are charged to help defray costs involved with graduation and commencement.
Tuition and fees are due prior to the first day of class or a late payment fee of 5 percent, not to
exceed $100, will be automatically added to the bill. On or before the due date, an installment
payment plan is available to students with a balance over $500. The plan divides payments into
three equal installments, the first paid by the due date and the balance in succeeding 30-day
installments. The installment payment plan must be arranged in person in the student accounting
office.
All checks and money orders should be made payable to the University of Maryland for the
exact amount of the actual bill.
A service charge is assessed for dishonored checks returned unpaid by the drawee bank because
of insufficient funds, stopped payment, postdating or drawn against uncollected items.
• For checks up to $24.99 — $5 service charge
• For checks from $25 and up — $25 service charge
Late registration fees defray the cost of special handling involved for those who do not complete
their registration on the prescribed days. No diploma, certificate or transcript will be issued to a
student until all financial obligations to the University have been satisfied.
The University reserves the right to make such changes in fees and other charges as may be
necessary.
Registration
To attend classes at the University of Maryland Baltimore campus it is necessary to process an offi-
cial registration. All students are required to register each term in accordance with current regis-
tration procedures. The balance of tuition and fees is due and payable on the dates specified for
registration. Registration is not completed until all financial obligations are satisfied. Students who
do not complete their registration, including the payment of their bill on the registration days, will
be subject to a late registration fee.
Courses taken concurrently with a University of Maryland Baltimore registration at another
campus or institution must have program approval in advance by the appropriate University of
Maryland Baltimore officials. Off-campus registration forms are available in each dean's office and
in the Office of Records and Registration.
Although the University regularly mails bills to advance-registered students, it cannot assume
responsibility of their receipt. If any student does not receive a bill prior to the beginning of a
semester in which he or she has advance-registered, it is that student's responsibility to contact
student accounting in the Administration Building during normal business hours.
12 School of Medicine
Students who arena-register or advance-register and subsequently decide not to attend must
notify the Office of Records and Registration, room 326, Baltimore Student Union, in writing,
prior to the first day of instruction. If this office has not received a request for cancellation by 5:00
p.m. of the last day before instruction begins, the university will assume the student plans to
attend and accepts the financial obligation.
After classes begin, students who wish to terminate their registration must submit an applica-
tion for withdrawal to the Office of Records and Registration. Students are liable for all charges
applicable at the time of the withdrawal.
If a satisfactory settlement or agreement for settlement is not made with the business office
within 10 days after a payment is due, the student is automatically barred from attendance at
classes and will forfeit the other privileges of the School of Medicine.
Withdrawal
Students who wish to leave the School of Medicine at any time during the academic year are
required to file a letter of resignation with the dean. In addition, an Application for Withdrawal
form bearing the proper signatures must be filed with the Office of Records and Registration. The
student must satisfy the authorities that he or she has no outstanding obligations to the school and
must return his or her student identification card.
If the above procedures are not completed, the student will not be entitled to honorable
dismissal and will forfeit the right to any refunds to which that student would otherwise be enti-
tled. The date used in computing refunds is the date the Application for Withdrawal is signed by
the dean.
Academic Standing
Students who voluntarily withdraw during an academic semester will be given no credit. Students
are not permitted to resort to withdrawal in order to preclude current or impending failures. Their
standing on withdrawal will be recorded at the Office of Records and Registration. Students who
withdraw from the medical school and later desire readmission must apply to the Committee on
Admissions unless other arrangements have been made with the dean's written consent.
Refunds
Refund requests of students officially withdrawing from the school must be processed through the
Office of Records and Registration. The amount of tuition and fees to be refunded to the student
is dependent on time completed in the relevant semester.
In accordance with federal regulations, there are two refund policies in effect at the University
of Maryland Baltimore.
I. First-time students
A. Students who have registered and are attending UMB for the first time; i.e., who have
registered for their first semester on this campus, and withdraw on or before the sixty
percent point of enrollment (e.g., during or before the ninth week of a fifteen-week
semester) will be refunded according to the required pro rata formula. (After the sixty
percent point in the semester, no refund is due the student).
Financial Information 13
B. Pro rata refunds require the University to return an amount proportional to the
portion of the enrollment not yet completed by the student. In the case of uneven
portions of enrollment remaining, the refund is rounded down to the nearest ten
percent. Any unpaid charges are deducted from the refund amount. If the student has
received aid for the semester, the aid is repaid first; any remaining balance goes to the
student.
II. All students not first-time
A. Students not enrolled in their first semester are eligible for refunds upon withdrawal
according to the following schedule:
• Withdrawal on or before the first scheduled day of class; 100% refund and cancel-
lation of registration.
• Withdrawal after the first scheduled day or class through 10% of the semester —
90% refund.
• Withdrawal after the first 10% through the first 25% of the semester — 50% refund.
• Withdrawal after the first 25% through the first 50% of the semester — 25% refund.
• Withdrawal after the first 50% of the semester — no refund.
Schedules indicating the cut-off dates each semester for every level of refund will be
made available by the Office of Student Accounts.
B. Withdrawing students who received financial aid to pay for the tuition and fees
assessed will have refunds returned to the aid program from which the charges were
paid in the following order:
Federal Unsubsidized Stafford Loan
Federal Subsidized Stafford Loan
Federal PLUS Loan
Federal Perkins Loan
Federal Pell Grant
Federal Supplemental Education Opportunity Grant
Institutional Loans, HPSL, etc.
Maryland State Scholarship Programs
Institutional Scholarship Programs
Private Scholarship Programs
• Refund amounts over and above those amounts repaid to the various aid programs
will be returned to the student.
• In calculating the federal refund, any unpaid charges owed by the student will
remain as the student's responsibility and will not be covered by any federal aid
received.
Additional Notes:
• Aid that has been awarded and certified before the withdrawal date may be used
to pay required tuition and fees, even if it has not yet been disbursed.
• Federal financial aid recipients who cease to attend classes without officially with-
drawing through the Office of Records and Registration will have an unofficial
withdrawal date determined for them by the financial aid office on a case-by-case
basis, and that date will then be used in calculating the refund.
14 School of Medicine
Leaves of Absence
Students who are in good standing may be granted a one-year leave of absence with permission
from the dean. Longer leaves can be arranged only under special circumstances with the exception
of those students in the combined MD/PhD program.
Required Equipment
Dissecting Instruments: At the beginning of the first year, all freshmen must possess a complete
set of dissecting instruments similar to those on display at the campus bookstore.
Laptop Computer: Entering freshman will be required to purchase/lease a laptop computer from
the University of Maryland. Information regarding specific system requirements and purchasing,
leasing and financing options will be provided in June each year. Students are advised not to
purchase a laptop computer outside the University.
Microscope: Microscopes will be provided by the medical school.
Other Equipment: By the second year, medical students are required to have an ophthalmoscope,
otoscope, a blood pressure cuff and stethoscope. The estimated cost of these items, plus other
essentials such as lab coats, is $400 to $450.
Financial Assistance
The School of Medicine's financial aid program is available to medical students who demonstrate
financial need. Aid programs are centrally administered by the Office of Student Financial Aid,
located in the Baltimore Student Union. To qualify for aid, students must apply annually and
continue to meet certain eligibility requirements. To apply for financial aid, complete a Free
Application for Federal Student Aid (FAFSA) and send it to the Federal Processing Center or apply
online at www.fafsa.ed.gov. To obtain an application, call or visit the Office of Student
Financial Aid.
Student Financial Aid
University of Maryland Baltimore
621 West Lombard Street
BSU Room #334
Baltimore, Maryland 21201
(410) 706-7347
Email: aidtalk@umaryland.edu
Aid packages often include a combination of loans, grants, scholarships and part-time
employment designed to meet a student's needs. In addition to school resources, outside funding
agencies make financial assistance available to qualified medical students. Priority filing date is
March 15.
Student assistance is awarded on the basis of demonstrated financial need. Eligibility for finan-
cial aid is dependent upon the student maintaining satisfactory academic progress. When deter-
mining the amount to be awarded, the following are considered: (1) income, assets and resources
Financial Information 15
of the student; (2) support available to the student from non-university sources; and (3) the costs
reasonably necessary for full-time attendance at the school. Some programs also consider income,
assets and resources of the student's parents.
University and Medical School Funds
University Grants: Need-based grants awarded by Financial Aid Office.
Medical Alumni Association: Interest-free loans are available to students on the basis of financial need.
Private and Endowment Funds: From bequests and private donations, the School of Medicine
has established private and endowment accounts to provide fellowships, scholarships and loans for
students on the basis of their academic achievement and financial need. The amounts of these
fellowships, scholarships and loans vary and are awarded on an annual basis in accordance with
school policy.
The availability of support from each of the funds listed below is dependent upon the income
generated. Moreover, since many of the funds are governed by specific provisions set forth by the
donors, awards must be made accordingly.
SCHOLARSHIPS
APPM Auxiliary Scholarship
Balder Scholarship Fund
James E. Bond Memorial Fund
Dr. Robert W. Buxton Scholarship
Class of 1969 Scholarship Fund
Percy M. Chaimson Scholarship Fund
Israel and Cecilia E. Cohen Scholarship
Dr. William H. Crim Scholarship
Isaac C. Dickson Scholarship Fund
Dodge Fund
Marcia Thomas Duncan Medical Scholarship
A. Lee Ellis Scholarship
Arthur Wright Erskine Scholarship
Dr. John E. Esnard Endowment
Sharon Fox Scholarship
Samuel Leon Frank Scholarship
Milton Ginsberg Scholarship Fund
Harry Gudelsky Fund
Horace Bruce Hetrick Scholarship
Margaret A. Hicks Scholarship
Charles M. Hitchcock Scholarship
Donald J. Hobart Scholarship
G. D. Jackson Scholarship
Leo Karlinski Scholarship
Elsie Larrimore Scholarship
Emmett and Ruth Light Scholarship
Dr. Alex J. and Clara Maysels Scholarship
Dr. James N. McCosh, Jr. Memorial Scholarship
16 School of Medicine
Nataro Family Scholarship Fund
Frederick and Anne Nichols and Edwina Justin Fund
Henry Rolando Scholarship Fund
Morton and Elaine Schwartz Scholarship
David Street Memorial Scholarship
Dr. Charles Robert Thomas
Michael Vinciquerra Trust Scholarship
Clarence and Geneva Warfield Scholarship
Walter N. Winters Scholarship
Randolph Winslow Scholarship
W R. Winslow Residency Trust
Henry Zoller, Jr. Scholarship
LOAN FUNDS
Balder Foundation Fund
Class of 1916 Memorial Loan Fund
Class of 1935 Student Loan Fund
Jay W Eaton Loan Fund
Dr. Wetherbee Fort Loan Fund
Gold-Steinberg Memorial Loan Fund
Isaac Gutman Loan Fund
Sean Peter Houlihan Memorial Fund
Robert Wood Johnson Foundation Loan Fund
WK. Kellogg Loan Fund
William and Sarah Kraut Loan Fund
Michael H. Lipman Loan Fund
Joseph Lipskey Loan Fund
Jacob B. and Shirley K. Mandel Loan
Drs. Charles W and Kathleen R. McGrady Student Loan Fund
Medical Alumni Association Student Loan Fund
Edward and Lina Meirhoff Loan Fund
Dr. William B. Rogers Student Loan Fund
Jessie Smith Noyes Loan Fund
Charles Pfizer Loan Fund
Dr. F. Mason Sones Jr. Memorial Student Loan Fund
Webster M. Strayer Loan Fund
Jimmie Swartz Foundation Loan Fund
Jay Whitman Memorial Student Loan Fund
Outside Sources
Central Scholarship Bureau offers interest-free loans in amounts up to $3,500 per year
(maximum total of $8,000) to qualified Baltimore City and Baltimore County residents.
Central Scholarship Bureau
c/o #108 Bristol House Apartments
4001 Clarks Lane
Baltimore, Maryland 21215
(410) 358-8668
Financial Information 17
Primary Care Loans may equal tuition plus $2,500 annually. Interest accrual at 5 percent and
principal payments are deferred until one year after graduation at which time both interest and
principal payments begin. Both interest and principal may also be deferred for internships and
residencies and for up to three years of service in the uniformed services (including National
Health Service Corps) and the Peace Corps. Interest accrues from beginning of repayment period.
Recipients must enter and complete a residency training program in primary health care no later
than four years after graduation from the institution. Recipients must also practice primary health
care until the loan is repaid in full and provide annual certification that they are practicing primary
health care. Primary health care is defined as family medicine, general internal medicine, general
pediatrics, preventive medicine or osteopathic general practice.
Maryland State Scholarship Administration offers one-year Maryland Professional School
Scholarships of $200-$ 1,000, which can be sought for subsequent years by proper reapplication.
Senatorial and House of Delegates awards are also available. To apply, students should complete
the Federal Renewal Free Application for Federal Student Aid or the Free Application for Federal
Student Aid.
National Medical Fellowships are need-based awards to minority medical students. For further
information and applications write:
National Medical Fellowships
250 West 57th Street
New York, New York 10019
Federal Work-Study Program provides jobs for students who need financial aid and who choose
to earn part of their educational expenses. Jobs are arranged either on or off campus with a public
or private nonprofit agency. Eligible students may be employed for as many as 20 hours per week.
To be eligible for Federal Work-Study a student must apply for financial aid and demonstrate
financial need.
Federal Perkins Loans (formerly known as National Defense/Direct Student Loans) are made by
the University to students. The aggregate legal loan maximum is $30,000 (including undergrad-
uate borrowing). The annual interest rate is 5 percent. Interest does not accrue until repayment
begins.
Federal Subsidized Stafford Loans (formerly Guaranteed Student Loans) are made by private
lenders. The annual legal loan maximum for graduate students is $8,500. The aggregate loan limit
is $65,500 including graduate and undergraduate debt. Current interest rate for new borrowers
will be variable, but not higher than 8.25 percent. Interest does not accrue until repayment begins.
Federal Unsubsidized Stafford Loans are made by private lenders. Medical students may borrow
up to $30,000 a year with an aggregate limit of $179,000. The interest rate is variable and will be
adjusted annually, with a 8.25 percent cap. Interest will accrue on the loan from the date of
disbursement and may be paid quarterly or annually, or will be capitalized.
Alternative Loans are designed to meet the remaining student's eligibility after both Federal
Subsidized and Unsubsidized Stafford Loans have been borrowed. Alternative loans are credit
based. Students are strongly encouraged not to borrow this loan unless absolutely necessary.
Federal regulations governing financial aid are subject to change, and it is suggested that interested
applicants contact the Financial Aid Office to ensure having the most recent information.
18 School of Medicine
Academic Information
Accreditation
The University of Maryland Baltimore is accredited by the Middle States Association of Colleges
and Schools. The School of Medicine is accredited by the Liaison Committee on Medical
Education, the accrediting body for the Association of American Medical Colleges and the
American Medical Association.
General Rules
The University of Maryland School of Medicine authorities reserve the right to make
changes in requirements for admission, curriculum, standards for advancement and gradu-
ation, fees and rules and regulations.
Matriculants are required to accept the provisions of the Judicial Board and agree to
assume its obligations prior to registration.
Students who report for classes later than one week after the scheduled time will be
permitted to begin work only by permission of the dean. Attendance at all scheduled
classes is expected.
Notice of change of address should be submitted promptly to the Office of Student Affairs
and to the Office of the Registrar.
All new students, whether they are admitted to the first-year class or with advanced
standing, are expected to attend an orientation for new students.
Grades and Promotion
Final grades for courses in all four years are recorded as follows unless otherwise specified by course
director:
A Excellent
B Very Good
C Satisfactory
D Unsatisfactory — "D" grades are remediable only by examination or other appropriate
remediation with a maximum grade of "C" possible on the portion of the course reme-
diated. The final grade will be determined by the course director.
F Fail — Requires repeat of the course or an approved equivalent.
Inc Incomplete — This designation is used only when mitigating circumstances exist; e.g.,
illness or unavoidable absence has prevented the student from completing the course on time. It is
to be viewed as a non-prejudicial entry on the student's record; the grade "Inc" remains on the offi-
cial student transcript.
An award of "Honors" is given to a student who receives a final grade of "A" and performs at a
clearly outstanding level and/or who performs an additional scholarly effort. Specific criteria for
honors are determined by the course director or course committee.
Academic Information 19
Other grading policies by specific courses such as Pass/Fail grading are announced to the class
at the beginning of the course.
In addition to the final objective grade and the "Honors" category, the student's overall
performance is evaluated subjectively The new curriculum, with added small group activities and
problem-based learning groups, allows for such assessment in the basic science years. Clinical years'
activities are in small groups with close mentoring. A passing grade in any course may be contin-
gent upon a certain level of attendance and participation above and beyond examination perform-
ance. Appropriate evaluation forms are designed for this purpose.
Established rules for advancement and dismissal during all four years have been approved by
the faculty and student body representatives of the School of Medicine Council. All regulations
related to grading, advancement and dismissal are included in the Academic Handbook given to
all entering students at orientation.
The faculty reserves the right to determine whether a student may withdraw, repeat, advance or
graduate on academic or moral and personal grounds, including traits of character.
Equal Opportunity
The University of Maryland Baltimore is actively committed to providing equal educational and
employment opportunity in all of its programs. It is the goal of the University to assure that
women and minorities are equitably represented among the faculty, staff and administration of the
university, so that its work force reflects the diversity of Maryland's population.
All employment policies and activities of the University of Maryland Baltimore shall be consis-
tent with federal and state laws, regulations and executive orders on nondiscrimination on the
basis of race, color, religion, age, ancestry or national origin, sex, sexual orientation, handicap,
marital status and veteran status. Sexual harassment, as a form of sex discrimination, is prohibited
among the work force of the university.
Unethical Conduct
In order to matriculate and/or graduate, students must be of good moral character, consistent with the
licensure requirements of the state of Maryland for physicians, and must demonstrate character traits
consistent with competent performance as a physician. The school reserves the right to dismiss or fail
to graduate any student whose actions or overall academic performance, including clinical perform-
ance, do not demonstrate good moral character and ability to function effectively as a physician. Such
action may be taken notwithstanding a student's compliance with standards for advancement and
graduation set out in the School of Medicine grading policy.
Graduation Rate
The School of Medicine's graduation rate is 97%. This figure represents those students actively
pursuing their MD degree. They do not include those students in the MD/PhD track (usually six
years) or those students who are granted a year off to engage in research, etc.
20 School of Medicine
Salary and Employment Information
A high percentage of graduates enter the practice of medicine after completion of residency
training. There appears to be a moderate excess of physicians in some disciplines of medicine and
in some geographic areas. However, the overall need for persons holding the MD degree is such
that all graduates of the School of Medicine may expect a satisfactory income.
Prizes and Awards
• American Medical Women's Association Scholarship Achievement Awards are presented to
women students who graduate in the top 10% of their class, or, under the non-graded
system, are honor graduates.
• The Elijah Adams Award for Excellence in Biological Chemistry is presented to the
freshman medical student who has achieved an honors grade in the biochemistry and
molecular biology course and has written a paper judged of the highest quality by the
faculty of the department.
• The Wayne W Babcock Award for Excellence in Surgery is awarded to a graduating senior
for outstanding performance in surgery.
• The Balder Scholarship Award for Outstanding Academic Achievement is presented to the
graduating senior with the highest academic record throughout the medical course.
• The Leslie B. Barnett Memorial Medical Student Research Fellowship is a competitive
award to provide funding for a student to conduct research.
• The Eugene Sydney Bereston Award for Excellence in Dermatology is awarded to the
graduate with outstanding accomplishments and interests in dermatology.
• The J. Edmund Bradley Award for Excellence in Pediatrics recognizes the graduate with
both the leading academic record in pediatrics and the characteristics most admired in a
pediatrician.
• The Eugene B. Brody Award for Excellence in Psychotherapy honors a graduate with
outstanding skill in psychotherapy.
• The C. Jellef Carr Award for Excellence in Pharmacology is presented to the sophomore
medical student who has achieved an honors grade in the medical pharmacology course
and has written a paper judged of the highest quality by the faculty of the department.
• The Louis, Ida and Samuel Cohen Award for Personal Attributes of Scholarship, Ability
and Compassion for Patients is presented to a graduate with superior scholarship and
scientific knowledge of internal medicine and understanding and compassion for patients.
• The Dean's Award for Excellence in Research is presented to the graduating senior who
has performed the most notable research during the course of the standard MD program.
• The Donaldson Prize for Excellence in Pathology honors the graduating senior who has
demonstrated excellence in didactic and laboratory work in the discipline of pathology.
Academic Information 21
• The Louis Harriman Douglass Award for Excellence in Obstetrics and Gynecology recog-
nizes the graduating senior with an outstanding academic record and a particular interest
in obstetrics and gynecology.
• The Robley Dunglison Award for Excellence in Preventive Medicine honors the gradu-
ating student who has demonstrated outstanding competence in the fields of preventive
medicine and public health.
• The Society for Academic Emergency Medicine Award for Excellence in Emergency
Medicine recognizes the senior who has captured the essence of the ideal emergency physi-
cian by demonstrating high skill, equanimity and kindness in an environment which
requires quick, clear thinking and action.
• The Faculty Gold Medal for Outstanding Qualifications for the Practice of Medicine
honors a graduate with outstanding scholarly accomplishments and those qualities of
humanity and dedication most desirable in a physician.
• The Jacob Finesinger Award for Excellence in Psychiatry honors the graduate who has
demonstrated outstanding skills in general psychiatry.
• The Harlan I. Firminger Award for Excellence in General and Systemic Pathology is
presented to the student with the highest performance in the sophomore pathology
• The A. Bradley Gaither Memorial Award for Excellence in Genito-Urinary Surgery recog-
nizes the graduate who excelled during the senior clerkship in genito-urinary surgery.
• The Geriatrics and Gerontology Education and Research Program Award for Excellence in
the field of aging recognizes a professional undergraduate or graduate student who has
demonstrated outstanding interest and commitment to the care of older persons.
• The Dr. Sheldon E. Greisman Award is presented to the student whose performance in
the first-year physiology course is deemed outstanding.
• The Dr. Jeremy Hallisey Prize awarded at commencement to graduating students pursuing
a career in anesthesiology who best demonstrate the quality of compassion. Provided no
graduating seniors pursuing a career in anesthesiology, the prize shall be awarded to gradu-
ating seniors pursuing a career in surgery who best demonstrates the quality of compas-
sion.
• The William Alexander Hammond Award for Excellence in Neurology is awarded to the
graduating senior with outstanding accomplishments in neurology.
• The Healthcare Foundation of New Jersey Humanism in Medicine Awards is given to a
graduating senior who promotes the integration of humanism in the delivery of care to
patients and their families.
• The Dr. Martin Helrich Prize for Excellence in Anesthesiology recognizes the graduate
with the highest academic distinction during the senior clerkship in anesthesiology.
22 School of Medich
• The Dr. Leonard M. Hummel Memorial Award for Excellence in Internal Medicine honors a
graduate with outstanding qualifications in internal medicine.
• The William D. Kaplan, MD award is presented to a graduating senior who best
combines humanism with the clinical study of medicine.
• The Edward J. Kowalewski Award for Excellence in Education and Training in Family
Practice is presented to the fourth-year student who has demonstrated special interest and
high academic achievement in family practice.
• The Abraham Lilienfeld Award in Epidemiology and Biostatistics is awarded to the gradu-
ating student with an outstanding performance in the courses given by the department in
the first two years of medical school.
• The William H. Mosberg, Jr., MD Award for Neurosurgery is awarded at commencement
to a student who demonstrates academic excellence as well as personal distinction.
• The Dr. I. Earl Pass Memorial Award for Exceptional Proficiency in Internal Medicine
recognizes a member of the graduating class with an outstanding performance in medi-
cine.
• The Dr. Milton S. Sacks Award in Hematology is awarded to the graduate with the most
distinguished record in hematology.
• The Society for Academic Emergency Medicine Award for Excellence in Emergency
Medicine is given to the senior medical student who has captured the essence of the ideal
emergency physician by demonstrating high skill, equanimity, and kindness in an environ-
ment which requires quick, clear thinking and action.
• The Student National Medical Association Service Award is presented to the graduating
senior who has demonstrated leadership in the Student National Medical Association and
made outstanding contributions to the minority community.
• The Summa, Magna and Cum Laude Awards of Honor are presented to those candidates
for graduation who have exhibited outstanding qualifications for the practice of medicine
during their four academic years.
• The Uhlenhuth Award for Excellence in the Anatomical Sciences is awarded in recogni-
tion of the graduate with the highest academic record in the anatomical sciences.
• The Rudolf Virchow Award for Research in Pathology is awarded to graduates who have
made outstanding contributions to research in the field of pathology.
• The Joseph E. Whitley Award is given for academic excellence in radiology.
• The Hans R. Wilhelmsen Prize for Outstanding Achievement in Surgery is awarded to the
graduate with the highest academic record in surgery.
• The Charles L. Wisseman Jr., Award for Excellence in Microbiology and Immunology is
presented to the student with the highest academic record in microbiology.
Academic Information 23
• The Theodore E. Woodward Prize in Internal Medicine is the highest award in internal
medicine. It is presented to the graduate who has an excellent academic record in the
discipline of internal medicine and has displayed the attributes of compassion and dedica-
tion in the care of patients.
• The Theodore E. Woodward Award in Physical Diagnosis is awarded at commencement to
the graduate whose sophomore performance in physical diagnosis best exemplified the
desirable combination of factual information, clinical skills and humanity, and characteris-
tics of an accomplished physician.
Graduation with Honors
Grade point averages (GPA's) are computed in this medical school for two purposes only: nomi-
nation of students for election to Alpha Omega Alpha Honor Society (AOA) and for determina-
tion of commencement honors. GPA's are not made public or reported to residency programs. The
GPA is calculated on a scale of l-to-5 with 1 = C, 3 = B and 5 = A. The third year is given a some-
what higher weighting than the first two years for purposes of determining commencement
honors. Although grades of honors are not computed into the GPA, students must have a
minimum number of honors grades on their transcript in order to be eligible for graduation with
honors. Grades from courses taken during the senior year are not counted numerically in deter-
mination of graduation honors.
Professionalism in Medicine
As changes in our nation's healthcare and healthcare delivery systems continue to occur, profes-
sionalism in medicine is increasingly debated. There are some who say that physicians are losing
their professionalism in our highly technical and managed care environment. Medicine has gone
through a dramatic transformation over the last four decades; science has raced ahead with aston-
ishing speed to close in on some of the fundamental mysteries of life.
With the advancement of technology and changing market forces, medicine has become
complicated and somewhat institutionalized. The health care marketplace is pressuring physicians
to cut costs, increase productivity and support the bottom line. The primacy of the patient-physi-
cian relationship is being sorely tested. We will emphasize the importance of professionalism in
our medical school curriculum to ensure that all students understand professionalism and accept
its obligations. Developing effective physician/patient relationships will become of paramount
importance. Now we even struggle with definitions of what is a profession? James M. Gustafson
described a profession as follows:
• A profession is characterized by mastery of an extensive body of technical knowledge and
concepts or theories that explain that knowledge and guide its applications to different circum-
stances,
• Professions are institutionalized, and thus there are many social controls over professional
activity, and,
• Professions are service oriented. They exist to meet particular human needs of individuals and
communities.
One of Abraham Flexner's concepts of professionalism, paraphrased by Dr. Richard Foa was
"profession will tend to exist or 'be contrived' to achieve societally defined goals rather that to serve
the self-interests of its members. Professions are to be 'increasingly altruistic in motivation.'"
24 School of Medicine
Students must be prepared to deal with all the competing forces of a rapidly changing health care
system, and demonstrate the qualities of professionalism during medical school and throughout their
careers. It must be clear that we are committed to the best outcome for the patient. Each student
must be constantly on guard to protect, defend and advocate for patients. The common ground on
which all physicians must stand is that the needs of our patients must come first and foremost.
Each year the School of Medicine holds a White Coat Ceremony, where first-year medical
students receive their white coats, as a symbol marking the beginning of their new role as a medical
healer and emphasizing the' responsibility they are accepting for the care and healing of patients.
We constantly re-enforce the importance of professionalism, and remind ourselves that as physi-
cians we are granted extraordinary powers by patients and by society.
Academic Information 25
Program of Study
Broadly stated, the educational objectives of the School of Medicine are:
• To educate students intensively and broadly in the clinical and scientific aspects of medicine.
• To prepare students to engage in a lifetime of learning in order that they may successfully
adapt to a changing world.
• To achieve a high level of professional competence and social awareness.
• To provide opportunities for students at every level of training to pursue areas of special
interest for intellectual stimulation and/or career advancement.
• To encourage the development of highly competent primary care physicians, clinical special-
ists and scholars in basic and clinical research, teaching, and academic administration.
Curriculum
First and Second Years: The freshman year begins with a three-day course on "Informatics,"
introducing students to the use of information technology in medicine that will assist learning,
research and clinical applications. This is followed by a nine-week block on "Structure and
Development," which offers a comprehensive overview on the morphological and developmental
organization of the body. Next comes the one-week "Human Behavior" block taught in an inter-
disciplinary manner, highlighting the importance of behavior in the prevention, incidence, preva-
lence, diagnosis, treatment and prognosis of wellness and illness. Following this, a nine-week
block, "Cell and Molecular Biology," presents the fundamentals of biochemistry, cell biology,
molecular biology and human genetics and correlates them with clinical issues. Next is a two-week
block of "Cell Function," an introductory block for the two blocks that follow. Next is a six-week
interdisciplinary course on the "Neurosciences" describing basic concepts of neuroanatomy,
neurochemistry, neurophysiology and clinical neurology. The final block, "Functional Systems,"
runs for eight weeks, providing the freshman student with the basic understanding of human
physiology in the areas of cellular, cardiovascular, renal, respiratory, gastrointestinal, endocrine and
integrative physiology. Each is integrated with clinical applications. The general format is two
hours of lecture per day and two hours of small group or laboratory work per day. Running
concurrently with the blocks are, "Introduction to Clinical Practice" (ICP) and problem-based
learning, both using small group teaching methods.
The integrated curriculum continues in the second year when sophomore students take two
blocks which include Host Defenses and Infectious Diseases (10 weeks) and Pathophysiology and
Therapeutics (24 weeks). The more lengthy block, Pathophysiology and Therapeutics, contains
neuroscience and psychiatry, cardiovascular, gastrointestinal, reproductive, pulmonary, renal,
endocrine, neoplasia, locomotive and hemopoietic sections. The sophomore year is characterized
again by two hours of lecture per day, two hours of small group or laboratory per day, problem-
based learning sessions, and ICP focusing on physical diagnosis.
Third and Fourth Years. The two clinical years are viewed as a single unit with the student
assuming progressive responsibility for patient care. The clinical experience consists of the
following clerkships: Medicine (12 weeks), Surgery (8 weeks), Family Medicine (4 weeks),
Obstetrics, Gynecology and Reproductive Sciences (6 weeks), Pediatrics (6 weeks),
26 School of Medicine
Psychiatry/Neurology (8 weeks), plus a four- week elective. As noted, students take all of these rota-
tions according to individual schedules. The sum of these experiences provides a 48-week intro-
duction to clinical science.
The 32-week block that follows includes four four-week electives. The student may take eight
weeks of electives off-campus. An additional eight weeks must be spent in a student internship in
one of four clinical fields: medicine, surgery, pediatrics or family practice. Here the student has an
opportunity for primary patient care responsibility over a prolonged period of time. These rota-
tions are offered at the University of Maryland Medical System and in approved affiliated hospi-
tals. The third segment is a consecutive eight-week experience in an ambulatory setting. The
ambulatory rotation is designed to be completed in a rural or underserved area supplemented by
teaching in preventive medicine. Attendance in all course work in clinical areas is mandatory. The
current clinical curriculum frequently involves weekend attendance. The student may audit avail-
able electives in any additional free time.
During the third year, one-half day per week will be allotted to longitudinal ambulatory educa-
tion. This primary care experience will occur in the offices of general internists, family practi-
tioners, pediatricians and obstetrician-gynecologists. The experience will occur concurrently with
the required third-year clerkships. Students will be with the same physician over the one-year
period. The course will expose the student to the principals of primary care and preventive medi-
cine, including evaluation of patients with undifferentiated problems, longitudinal care and
continuous care.
The 80-week combined clinical years program provides a strong grounding in clinical science
with a progressive opportunity for primary patient care responsibility. The curriculum is designed
to prepare the medical student for the increasing responsibility demanded by the specialty resi-
dency programs throughout the country.
The Curriculum Coordinating Committee, composed of course and clerkship leaders, key
faculty educators and student body representatives, has the responsibility of regularly monitoring
and reviewing the curriculum and recommending changes deemed appropriate.
Curriculum at a Glance
CURRICULUM ORGANIZATION
Year I 37 weeks
COURSE TITLE
I MEDICAL INFORMATICS
(1 week)
Participating departments/divisions: Office of Medical Education, UMB
Information Services and the Health Sciences and Human Services Library,
the Departments of Anatomy and Neurobiology, Psychiatry and Diagnostic
Radiology, selected UMB faculty and guest speakers
Areas of Study: Computing, electronic resource databases, e-mail,
information management, internet, hospital systems, UMB Network
IP STRUCTURE AND DEVELOPMENT
(9 weeks, 4 days)
Participating departments/divisions: Anatomy and Neurobiology, Surgery,
Diagnostic Radiology
Areas of study: Human gross anatomy, embryology and histology
Program of Study 27
Year I (continued) 37 weeks
COURSE TITLE
III HUMAN BEHAVIOR
(1 week)
Participating departments/divisions: Psychiatry, Medicine, Pediatrics
Areas of study: Integrates information about human behavior from the
biological, behavioral, and social sciences as it applies to health, illness,
and treatment across the lifespan in our multicultural environment.
i\T~ CELL AND MOLECULAR BIOLOGY
(9 weeks, 2 days)
Participating departments/divisions: Biochemistry and Molecular Biology,
Medicine, Human Genetics, Anatomy and Neurobiology, Pharmacology and
Experimental Therapeutics, Cancer Center
Areas of Study: Protein structure and function, cellular metabolic pathways,
cell signal transduction, cell microanatomy, human genetics, molecular
biology
V~~ CELL FUNCTION SECTION OF FUNCTIONAL SYSTEMS
(2 weeks)
Participating departments/divisions: Physiology, Biophysics, the
Interdisciplinary Neurosciences Departments, Biochemistry and Molecular
Biology
Areas of Study: Cell membrane, physiology and dynamics which are basic
to the understanding of both neurosciences and functional systems.
\/T~ NEUROSCIENCES
(6 weeks, 1 day)
Participating departments/divisions: Anatony and Neurobiology, Biochemistry
and Molecular Biology, Neurology, Phsysiology, Surgery
Areas of Study: Development, structure and function of nervous tissues,
anatomical orginization of CNS, sensory and motor systems, higher func-
tions, concepts in clinical neurology
IHB INTIMATE HUMAN BEHAVIOR (IHB)
(3 days)
Participating departments/divisions: Office of Student Affairs, selected faculty
Areas of Study: Lectures and audiovisual materials related to intimacy and
sexuality, followed by discussion of the topics presented and related issues in
small groups.
28 School of Medicine
Year I (continued)
37 weeks
COURSE
TITLE
VII FUNCTIONAL SYSTEMS
(10 weeks, 4 days)
Participating departments/divisions: Anesthesiology, Internal Medicine,
Neurology, Obstetrics, Gynecology and Reproductive Sciences, Pediatrics,
Physiology, Surgery
Areas of study: Cell, cardiovascular, endocrine, gastrointestinal, renal, respi-
ratory and integrative function
ICP
INTRODUCTION TO CLINICAL PRACTICE
(1/2 day per week)
Participating departments/divisions: Family Medicine, Pediatrics,
Psychiatry, Internal Medicine
Areas of study: Ethics, nutrition, intimate human behavior, interviewing
and physical diagnosis issues, topics relevant to delivery of primary care
Year II
34 weeks
COURSE
TITLE
VIII
(10 weeks)
HOST DEFENSES AND INFECTIOUS DISEASES
Participating departments/divisions: Epidemiology and Preventive
Medicine, Medicine, Microbiology and Immunology, Pathology, Pediatrics,
Pharmacology and Experimental Therapeutics
Areas of Study: Immunology, bacteriology, virology, parasitology, mycology
IX
(24 weeks)
PATHOPHYSIOLOGY AND THERAPEUTICS
PD
Participating departments/divisions: Anesthesiology, Cancer Center,
Dermatology, Diagnostic Radiology, Epidemiology and Preventive
Medicine, Medicine, Neurology, Obstetrics, Gynecology and Reproductive
Sciences, Pathology, Pediatrics, Pharmacology and Experimental
Therapeutics, Psychiatry, Surgery
Areas of study: Bone, cardiovascular; dermatologic, endocrine, gastroin-
testinal; hematologic; nervous, pulmonary, renal and reproductive systems
PHYSICAL DIAGNOSIS
(1/2 day per week)
Participating departments/divisions: Medicine, Family Medicine,
Pediatrics, Psychiatry, Neurology, Ophthalmology, Obstetrics, Gynecology
and Reproductive Sciences
Areas of Study: Fundamental aspects of history-taking and physical exami-
nation
Program of Study
29
Year III
48 weeks
APPROXIMATE TIME
COURSE TITLE
12 weeks
Internal Medicine
1 2 weeks
Surgery/Surgical Subspecialty
4 weeks
Family Medicine Clerkship
6 weeks
OB/GYN Clerkship
6 weeks
Pediatrics Clerkship
8 weeks
Psychiatry/Neurology Clerkship
Year IV
32 weeks (tentative schedule)
APPROXIMATE TIME
COURSE TITLE
8 weeks
Ambulatory Care
8 weeks
Sub-Internship
4 weeks
Surgical Subspecialties
12 weeks
Electi
Combined MP/PhD Program
Training for Medical Scientists of the Future
In modern medicine the battleground for the fight against many diseases is found at the molec-
ular level, on the surface or interior of cells or in the DNA of the human genome. Other impor-
tant health problems involve complex studies of large populations within our society. Research
into the mechanisms of human disease and the factors that maintain and restore human health
requires investigators with interests and training in both basic science and clinical medicine.
The goal of the combined MD/PhD Program is to train medical scientists who will become
leaders in medical research. To achieve this goal, a flexible program of combined medical and
scientific training is provided for students of superior academic and research potential.
Research Environment
The MD/PhD Program capitalizes on the wide range of basic and clinical science training oppor-
tunities that are available on the rapidly expanding campus of the University of Maryland
Baltimore. The program offers PhD degrees in many disciplines including: Anatomy,
Biochemistry, Epidemiology and Preventive Medicine, Human Genetics, Microbiology and
Immunology, Molecular and Cell Biology, Neuroscience, Pathology, Pharmacology and
Experimental Therapeutics, Physiology and Toxicology. In addition, doctoral training is offered
through interdisciplinary training programs including Neurosciences, Membrane Biology, Muscle
Biology, Reproductive Endocrinology, and Toxicology - all supported by the National Institutes
of Health. A unique strength of the program includes research centers that provide outstanding
research opportunities for clinical investigators, such as: Center for Vaccine Development, Cancer
30
School of Medicine
Center, Institute of Human Virology, Center for Fluorescence Spectroscopy, Nuclear Magnetic
Resonance Facility, Environment and Human Health Research Center and the Maryland
Biotechnology Institute. Thus, there is an extraordinary range of high quality research programs
available to the MD/PhD students.
Program Requirements and Schedule
Requirements for the combined MD and PhD degrees are equivalent to those of the separate
degrees of the Doctor of Medicine (School of Medicine) and the Doctor of Philosophy (Graduate
School). The dual degree program can be completed within six-to eight-years.
Although the schedule of training can be flexible, entering students typically complete the two
preclinical years as medical students prior to enrolling as full time graduate students. During this
initial period the MD/PhD students normally use the pre- and post-freshman summers for
research rotations in laboratories of their choice. In addition, during the first year there is an exten-
sive orientation program which provides a detailed view of the diverse research opportunities avail-
able. The research rotations and orientation are designed to facilitate the choice of a thesis advisor.
After completion of the pre-clinical years, MD/PhD students enroll for two-to four-years in the
PhD program of their choice. During this time they take required graduate courses and complete
their dissertation research. Subsequently, students begin the final two years of their medical
training which takes the form of a series of clinical clerkships. This program schedule is a general
one. A student may complete the combined degree in a different sequence based on an alternative
plan developed in consultation with the advisory committee.
Financial Support During MD/PhD Training
All students admitted into the program are awarded a waiver of tuition at the level of a Maryland resi-
dent during the medical school years. Supplemental support is available to pay out-of-state tuitions for
a limited number of outstanding non-resident students. During the graduate school years stipends and
tuition remission are awarded to all students through graduate programs and PhD mentors. A limited
number of applicants may also qualify for supplemental funds through the Outstanding Scholars
Program which provides a stipend for the medical school years as well. Students are selected for the
Outstanding Scholars Program based on their record of achievement and potential for future devel-
opment. For current information on stipends, contact the program director.
Application Process
The MD/PhD Program is open to all qualified applicants, regardless of state residence. Applicants
to the program are required to meet the admissions requirements of the School of Medicine.
Applicants complete and file an AM CAS application, choosing the University of Maryland as one
of the schools to receive the application. The secondary application package includes an MD/PhD
Program supplemental form which must be completed and returned with the secondary applica-
tion. Criteria for admission include MCAT scores, the undergraduate/graduate academic records,
letters of recommendation and, very importantly, research experience. Applicants are selected for
interviews based on the above criteria. Prospective students are interviewed for the MD/PhD
Program and the School of Medicine during an initial one-day visit to the campus. Admission to
the MD/PhD Program is determined by the MD/PhD Advisory Committee in consultation with
the medical school admissions committee.
Program of Study 31
For further information, including details of the specific PhD programs, contact:
Terry B. Rogers, Ph.D.
Director, MD/PhD Program
Room 1-005 Bressler Research Building
655 W. Baltimore Street
Baltimore, MD 21201
(410) 706-3990
trogers@som.umaryland.edu
Office of Student Research
The Office of Student Research (OSR) provides opportunities for students from high school
through medical school to consider the possibility of graduate school, a career in the health profes-
sions and/or academic medicine and of specifically increasing the number of under-represented
minority (African American, Native Americans, mainland Puerto Rican and Mexican American)
students and faculty in those professions. Medical students are encouraged to become involved in
biomedical investigations through participation in supervised basic and clinical research projects
offered by School of Medicine faculty through the Office of Student Research. The medical
student program is supported jointly by a training grant from the National Institutes of Health
and the Office of the Dean. The faculty and administration of the School of Medicine are
committed to the training of physician-scientists through the OSR's Short Term Research Training
Program (STRTP) for medical students. The office strives to enhance the connection between the
treatment of patients and the scientific investigations that enable patient care to advance. The
physician-scientist who bridges both basic and clinical sciences and clinical practice is therefore in
an ideal position to translate research into clinical application and patient problems into labora-
tory investigation.
Research is currently being conducted in several major areas of interest at the School of
Medicine. These include, but are not limited to, behavior, cardiovascular disease, endocrinology,
environmental health, epidemiology, infectious disease, immunology, neuroscience, oncology, phar-
macology, pulmonary disease, toxicology and virology. Traineeships are awarded on a competitive
basis and currently provide $400 per week for 10-to-12 weeks of full-time participation. These
experiences are available to incoming students during the summer before their freshman year, and
to medical students generally during the summer after their freshman year. On occasion, awards are
made to students during the summer after their sophomore year or to seniors during the academic
year. STRTP funds are not granted to students with doctoral degrees, to those who are involved in
doctoral dissertation research or who have alternative sources of research funding. However, the
program may supplement some alternate sources up to the level of STRTP trainees. Applications
for all programs are available at our website: http://www.medschool.umaryland.edu/osr.
Students selected to participate in the program attend the summer "Colloquium on Research"
that consists of research seminars and a short course entitled "The Ethical and Responsible
Conduct of Research." Students also present their research to fellow students and faculty during
the summer at the Student Research Forum and on Medical Student Research Day each October.
Summer research traineeships are available to under-represented minority high school and
college students to encourage careers in one of the health professions and/or biomedical research.
The programs provide students with a realistic understanding of the biomedical research environ-
ment through hands-on experience, contact with appropriate role models and application proce-
dures for professional and graduate schools. Positions are available for minority undergraduate
32 School of Medicine
students to conduct research with School of Medicine faculty for 10-12 weeks during the summer
months and at selected sites off-campus. Trainees work under the direct supervision of experienced
scientists and receive $314 per week for the 10-12 week period.
Foreign research traineeships are also available in Europe, South America and the West Indies for
medical students and undergraduates with prior research experience. The OSR funds such foreign
research opportunities through its Medical Student International Research Training Program and
Fogarty Minority International Research Training Programs. In addition, opportunities are also
available in Mali, West Africa through the Fogarty Mali Program at the School of Medicine.
The office promotes biomedical/behavioral research experiences for K-12 and in-service math-
ematics and science teachers. These experiences aid teachers in redefining K-12 curriculum and of
informing their students of career opportunities. The OSR works cooperatively with student
groups, various high school, Minority Access to Research Careers (MARC) and Minority
Biomedical Research Support (MBRS) directors in Maryland and other states to ensure access to
research careers and involvement for all who are interested.
Applicants for all programs must be currently enrolled in high school, undergraduate school or
post-baccalaureate program, graduate or medical school, be in good academic standing with a
GPA of 3.0 at the time of application and must not have graduated at the time of the traineeship.
Although students from any state may apply, preference is given to Maryland residents. For high
school students and undergraduates, it is strongly recommended that applicants have successfully
completed courses in biology and chemistry.
Other opportunities may exist for brief or extended research experiences, either on or off
campus. The OSR provides a list of useful links to such opportunities at its website, maintains a
list of opportunities and also surveys for on- and off-campus research opportunities in both clin-
ical and basic science areas that may be available throughout the calendar year. In some cases indi-
vidual faculty members may have grant funding to support a student.
Medical Student Research Day
Alpha Omega Alpha (AOA), the national medical honor society, and the Office of Student
Research sponsor a research competition each year in October. All medical students are encour-
aged to participate and attend these presentations and, except for those students in the MD/PhD
Program who have begun dissertation research, are eligible to compete for $2,000 in prizes.
Students make oral or poster presentations, attend a keynote address, dinner and a ceremony
during which prizes are awarded for four poster and four oral presentations.
For further information on research programs or Medical Student Research Day contact:
Dr. Jordan E. Warnick
Professor and Assistant Dean
Office of Student Research
685 West Baltimore Street-142 HSF
Baltimore, Maryland 21201
(410) 706-3026
jwarnick@som.umaryland.edu
http://www.medschool.umaryland.edu/osr
Program of Study 33
Graduate Programs
The Graduate School is the largest of the schools on the University of Maryland Baltimore campus,
enrolling more than 1200 students. It offers the MS, MA, and PhD degrees and, in conjunction
with the professional schools, the opportunity to complete joint degrees including the MD/PhD
and the DDS/PhD. Almost 350 graduate students are pursuing studies in departments and
programs in the School of Medicine. Among them are about 35 MD/PhD students who are being
trained to conduct the theoretical and applied research that underlies advances in clinical medicine.
PhD students in the School of Medicine are generally provided financial support for the entire
course of their studies. This support comes in the form of Graduate Research Assistantships
(stipend, tuition remission, and health insurance), provided by the Graduate School and/or by the
School of Medicine, during the initial years of study. When a student begins dissertation research,
he/she is supported by the research funds of his/her mentor. In recent years research funding to all
schools on the campus has increased dramatically, with major support coming from agencies such
as the National Institutes of Health, the National Science Foundation, the Veteran's
Administration, various agencies of the state of Maryland and the private sector.
Administratively, the Graduate School at the University of Maryland Baltimore is part of the
University of Maryland Graduate School, Baltimore (UMGSB). The UMGSB governs the grad-
uate programs located on both the Baltimore and the University of Maryland Baltimore County
(UMBC) campuses, bearing primary responsibility for approval of new courses and programs and
admission of faculty to Graduate Faculty status. An advantage of this linkage is increased access
for Baltimore campus students to the diverse programs in engineering, computer sciences, and the
liberal arts and sciences offered on the UMBC campus, 20 minutes away by car.
In addition to its degree-granting programs, the Graduate School, in collaboration with the
campus office of Student Services, sponsors a Writing Center. It also offers informal programs in
the ethical conduct of research and a survival skills seminar series. The latter aims to provide
professional enrichment and addresses topics such as giving a good oral presentation, grant writing
and mentor selection. These offerings are open to all students (and faculty) on campus. A Survival
Skills Library is located in the campus Writing Center, room 008, Baltimore Student Union.
The following graduate programs are offered on the University of Maryland Baltimore campus:
Anatomy and Neurobiology
PhD
Biochemistry*
MS
PhD
Dental Hygiene
MS
Epidemiology
PhD
Ethics, Applied and Professional*
MA
Gerontology*
PhD
Human Genetics
MS
PhD
Marine-Estuarine-Environmental Sciences*
MS
PhD
Medical and Research Technology
MS
Microbiology and Immunology
PhD
Molecular and Cell Biology*
PhD
Neuroscience and Cognitive Science*
PhD
Nursing
MS
PhD
Oral Biology
MS
Oral and Craniofacial Biological Sciences
MS
PhD
Oral and Experimental Pathology
MS
PhD
Pathology
MS
PhD
Pharmaceutical Sciences
PhD
Pharmacology and Experimental Therapeutics
MS
PhD
34 School of Medicine
Pharmaceutical Health Services Research
PhD
Physical Rehabilitation Science
PhD
Physiology
MS
PhD
Preventive Medicine
MS
Social Work
PhD
Toxicology*
MS
PhD
^Interdisciplinary programs
Interdisciplinary programs, involving multiple departments on the Baltimore campus or
departments on several of the campuses of the University System of Maryland, are becoming
increasingly important to the Graduate School. Such programs make efficient use of resources
while allowing the school to move quickly into emerging research areas of national importance.
Graduate School applications and catalogs can be obtained by contacting:
Graduate Admissions and Enrollment Services
621 West Lombard Street, Room 336
Baltimore, MD 21201
(410) 706-7131
gradinfo@umaryland.edu
A wide variety of information on the Graduate School, including catalog and application infor-
mation, can be accessed via the Graduate School web page: http://graduate.umaryland.edu.
Residencies and Fellowships
The Office of Graduate and Continuing Medical Education assists the University of Maryland
Medical System in providing collaborative oversight of postgraduate residency education
programs. Activities of the office include providing administrative support for the National
Residency Matching Program, providing professional and staff support for oversight of ACGME-
approved programs, and developing residency curricula.
Graduate medical education training for residents and fellows is offered in a variety of clinical
sites. The majority of clinical training occurs at the University of Maryland Medical System, the
Baltimore Veterans Affairs Medical Center and Mercy Medical Center. A network of affiliated
community hospitals and ambulatory care centers with significant commitment to the importance
of a teaching environment provides much of the variety and depth offered to residents and fellows.
Programs are accredited by the Accreditation Council for Graduate Medical Education
(ACGME) comprised of the following member organizations: American Board of Medical
Specialties, American Hospital Association, American Medical Association, Association of
American Medical Colleges and the Council of Medical Specialty Societies.
Residency positions are filled through the National Resident Matching Program. Participating
in the match are the following programs: preliminary programs in medicine and surgery; categor-
ical programs in diagnostic radiology, emergency medicine, family practice, general surgery,
internal medicine, combined program in internal medicine/pediatrics, neurology, obstetrics and
gynecology, orthopaedic surgery, pathology, pediatrics, combined program in pediatrics/emer-
gency medicine and psychiatry; advanced programs in anesthesiology, diagnostic radiology and
radiation oncology.
Resident and/or fellowship positions are available in the following ACGME-approved specialty
and subspecialty areas and are sponsored by the University of Maryland Medical System.
Programs identified with an (*) are currently approved University of Maryland Fellowship
Program of Study 35
programs and are not currently overseen by the ACGME. For information on new programs or
additional postgraduate training opportunities, please contact the individual departments or the
ACGME directly.
Department of Anesthesiology:
anesthesiology, critical care, pain management
Department of Dermatology:
dermatologv
Department of Diagnostic Radiology:
diagnostic radiology, vascular and interventional radiology, neuroradiology, nuclear radiology
and nuclear medicine
Department of Epidemiology and Preventive Medicine:
preventive medicine
Department of Family Medicine:
family practice, sports medicine
Department of Medicine:
internal medicine, cardiolovascular disease, interventional cardiology, clinical cardiac electro-
physiology, endocrinology diabetes & metabolism, gastroenterology, geriatric medicine, hema-
tology/oncology, infectious diseases, nephrology, pulmonary disease and critical care medicine,
rheumatology combined program in internal medicine/pediatrics
Department of Neurology:
neurology, clinical neurophysiology
Department of Neurosurgery:
neurological surgery
Department of Obstetrics, Gynecology and Reproductive Sciences:
obstetrics and gynecology
Department of Ophthalmology:
ophthalmology, glaucoma*, retina ophthalmology*
Department of Orthopedic Surgery
orthopedic surgery, trauma orthopedics, limb-lengthening and reconstruction*
Department of Pathology:
pathology hematopathology
Department of Pediatrics:
pediatrics, behavioral and developmental pediatrics*, critical care, endocrinology, infectious
diseases, neonatology-perinatology, combined programs in internal medicine/pediatrics and
pediatrics/emergency medicine and pediatric medicine
36 School of Medicine
Department of Psychiatry:
psychiatry, addiction psychiatry, child and adolescent psychiatry, geriatric psychiatry, forensic
psychiatry
Department of Radiation Oncology:
radiation oncology
Department of Surgery:
general surgery, otolaryngology, thoracic and cardiovascular surgery, urology, emergency medi-
cine, pediatric surgery, plastic and reconstructive surgery, vascular surgery, surgical critical care
and combined program in pediatrics/emergency medicine
Correspondence, applications and residency inquiries should be addressed to the chairperson of
the respective department or program in care of:
University of Maryland Medical System
22 South Greene Street
Baltimore, Maryland 21201
Continuing Medical Education
The University of Maryland School of Medicine is accredited by the ACCME and provides a wide
array of continuing medical education (CME) activities. These educational activities assist physi-
cians in the maintenance and enhancement of their clinical competence in order to promote high
quality health care for the citizens of Maryland and elsewhere. To assure clinical relevance, activi-
ties are designed on the basis of identified educational needs of practicing physicians.
CME offerings consist of courses (one-half to five days in length), "hands on" workshops,
enduring materials (including self-study programs), and a complex array of clinical departmental
and division rounds and conferences. Opportunities for interaction between attendees and presen-
ters are part of all CME activities where possible.
The CME program is administered by the Associate Dean for Graduate and Continuing
Medical Education and a full-time staff, with the assistance of a faculty advisory committee. For
further information please contact:
Office of Graduate and Continuing Medical Education
University of Maryland School of Medicine
655 West Baltimore Street-Rm 14-015
Baltimore, Maryland 21201
(410) 706-3956
Program of Study 37
Internships and Residencies
Class of 1998
ANESTHESIOLOGY
Maryland (2)
Out-of-State (0)
Johns Hopkins Hospital
DIAGNOSTIC RADIOLOGY
Maryland (0)
Out-of-Srate (2)
Brooke Army Medical Center
UMDNJ-Robert Wood Johnson Medical
School
EMERGENCY MEDICINE
Maryland (3)
Out-of-State (7)
Johns Hopkins Hospital
Howard University Hospital
University of Maryland Hospital
LSU School of Medicine-New Orleans
Mt. Sinai Medical Center-Cleveland
Stanford University Hospital
SUNY Health Science Center-Syracuse
UMDNJ-Robt Wood Johnson Medical
School/Camden
Universitv of Virginia Health Science Center
FAMILY PRACTICE
Maryland (4)
Out-of-State (14)
Franklin Square Hospital
Altoona Hospital
University Maryland Hospital
Eastern Virginia Graduate School of
Medicinie
Family Medicine of SW Washington
Indiana University School of Medicine
Medical Center of Central Georgia
Moses H. Cone Memorial Hospital
Providence Medical Center
Riverside General Hospital
St. Joseph Hospital
University of Florida Health Science Center
University ol Virginia
University ot Michigan
York Hospital
INTERNAL MEDICINE
Maryland (10)
Out-of-State (28)
Johns Hopkins Hospital
Allegheny University Hospital
University7 of Maryland Hospital
Baylor College of Medicine
Boston University Medical Center
Fletcher Allen Health Care
George Washington University Hospital
Georgetown University Medical Center
Hospital of the University of Pennsylvania
Maine Medical Center
Monteflore Medical Center
Northwestern University
St. Marv Medical Center
Strong Memorial Hospital
Temple University Hospital
Thomas Jefferson University
UCLA Medical Center
University of Colorado School of Medicine
University Health Center of Pittsburgh
Walter Reed Army Medical Center
INTERNAL MEDICINE-
PRELIMINARY
Maryland (7)
Out of State (3)
University of Maryland Hospital
Georgetown University Medical Center
Jacobi Medical Center
Montefiore Medical Center
COMBINED PROGRAMS
MED-PEDS:
Maryland (0)
Out of State (3)
Albany Medical Center Hospital
Baylor College of Medicine
University of Utah
MED-ERMD:
Maryland (2)
OutofState(O)
University of Maryland Hospital
38 School of Medicine
MED-PSYC:
Maryland (0)
Out of State (1)
Duke University Medical College
NEUROSURGERY
Maryland (0)
Out-of-State (2)
Indiana University Medical Center
University of Pennsylvania Medical Center
OBSTETRICS AND GYNECOLOGY
Maryland (1)
Out-of-State (3)
Sinai Hospital of Baltimore
Georgetown University Hospital
Howard University Hospital
University Medical Center at Stony Brook
OPHTHALMOLOGY
Maryland (1)
Out-of-State (2)
University of Maryland Hospital
St. Vincent's Hospital & Medical Center
Washington Hospital Center
ORTHOPEDICS
Maryland (2)
Out-of-State (1)
University of Maryland Hospital
University of Illinois at Chicago
OTOLARYNGOLOGY
Maryland (1)
Out-of-State (0)
Johns Hopkins Hospital
PATHOLOGY
Maryland (1)
Out-of-State (1)
University of Maryland Hospital
Brigham & Women's Hospital
PEDIATRICS
Maryland (4)
Out-of-State (17)
Sinai Hospital of Baltimore
Baylor College of Medicine
University of Maryland Hospital
Brown University
Johns Hopkins Hospital
Children's National Medical Center
Duke University Medical Center
Eastern Carolina Medical Center
Indiana University Medical Center
Long Island Jewish Medical Center
Milton S. Hershey Medical Center
Rush-Presbyterian-Saint Luke Hospital
St. Christopher's Hospital
Thomas Jefferson University
Trippler Army Medical Center
University of CA-San Francisco
University Hospitals of Cleveland
PSYCHIATRY
Maryland (1)
Out-of-State (1)
University of Maryland Hospital
University South Carolina School of
Medicine
SURGERY
Maryland (3)
Out-of-State (7)
University of Maryland Hospital
Carilion Roanoke Memorial Hospital
Bethesda Naval Medical Center
George Washington University Hospital
Milton S. Hershey Medical Center
Strong Memorial Hospital
SUNY at Buffalo Affiliated Hospitals
UMDNJ-Robert Wood Johnson Medical
School
University of South Florida
SURGERY— PRELIMINARY
Maryland (3)
Out-of-State (3)
Johns Hopkins Hospital
Georgetown University Hospital
University of Maryland Hospital
Indiana University Medical Center
Tulane Affiliated Hospitals
TRANSITIONAL
Maryland (0)
Out-of-State (4)
Frankford Hospital
Lehigh Valley Hospital
Naval Medical Center-San Diego
Tucson Hospital Medical Education Program
UROLOGY
Maryland (1)
Out-of-State (1)
University Maryland Hospital
University Texas at Houston
Internships and Residencies 39
Class of 1999
ANESTHESIOLOGY
Maryland (1)
Out-of-State (2)
Rush-Presbyterian-Saint Luke's Hospital
University of California- Irvine Medical Center
Johns Hopkins Hospital
DIAGNOSTIC RADIOLOGY
Maryland (0)
Out-of-State (6)
Stony Brook Teaching Hospital
Howard University Hospital
Hartford Hospital
Albany Medical Center Hospital
Boston University Medical Center Hospital
University of California-Los Angeles Medical
Center
EMERGENCY MEDICINE
Maryland (2)
Out-of-State (12)
Temple University Hospital
Mount Sinai Medical Center
University Health Center of Pittsburgh
Johns Hopkins Hospital
Thomas Jefferson University Hospital (2)
Morristown Memorial Hospital
George Washington University
University of Maryland Hospital
Wright State University
University of Texas Southwestern Medical
Center
University Health Center of Pittsburgh
St. John Hospital and Medical Center
University of California-Irvine Medical Center
FAMILY PRACTICE
Maryland (2)
Out-of-State (12)
Franklin Square Hospital
University of Maryland Hospital
St. Mary-Corwin Regional Medical Center (2)
Harbor-UCLA Medial Center
Chestnut Hill Hospital
York Hospital (3)
George Washington University
University of Nebraska Medical Center
Florida Hospital
Carolinas Medical Center
Beth Israel Medical Center
INTERNAL MEDICINE
Maryland (10)
Out-of-State (19)
Boston University Medical Center
Presbyterian Hospital
Thomas Jefferson University (2)
University of Maryland Hospital (9)
Rush-Presbyterian-Saint Luke's Hospital
Milton S. Hershey Medical Center (2)
University of Pittsburgh
Oregon Health Sciences University
Strong Memorial Hospital
San Antonio Uniformed Services
Health Center (2)
Temple University Hospital
Johns Hopkins Bayview Medical Center
Duke University Medical Center
York Hospital
UMDNJ-University Hospital
University of Chicago Hospital
Los Angeles County- University of Southern
California Medical Center
New England Medical Center
INTERNAL MEDICINE-
PRELIMINARY
Maryland (10)
Out-of-State (10)
Medical Center of Delaware (2)
University of Maryland Hospital (7)
Valley Medical Center
Howard University Hospital
Franklin Square Hospital (2)
Medical Center of Delaware
Cedars Sinai Medical Center
Boston University Medical Center
University of Virginia
George Washington University Hospital
The Presbyterian Hospital
Sinai Hospital of Baltimore
COMBINED PROGRAMS
MED-PEDS:
Maryland (0)
Out-of-State (3)
University of North Carolina
University Hospitals of Cleveland
University of Chicago Hospital
MED-ERMD:
Maryland (0)
Out-of-State (0)
40
School of Medic me
MED-PSYC:
Maryland (0)
Out-of-State (1)
Duke University Medical Center
NEUROLOGY
Maryland (0)
Out-of-State (1)
Baylor College of Medicine
NEUROSURGERY
Maryland (1)
Out-of-State (0)
University of Maryland Hospital
OBSTETRICS AND GYNECOLOGY
Maryland (1)
Out-of-State (3)
University of South Florida
Jackson Memorial Medical Center
Milton S. Hershey Medical Center
Johns Hopkins Hospital
OPHTHALMOLOGY
Maryland (1)
Out-of-State (4)
University of Maryland Hospital
University of Miami
Medical Center of South Carolina
Temple University Medical Center
Geisinger Medical Center
ORTHOPEDICS
Maryland (2)
Out-of-State (0)
University of Maryland Hospital
OTOLARYNGOLOGY
Maryland (0)
Out-of-State (2)
University of Washington
University of Pittsburgh
PATHOLOGY
Maryland (1)
Out-of-State (0)
Johns Hopkins Hospital
PEDIATRICS
Maryland (5)
Out-of-State (17)
Johns Hopkins Hospital
Miami Children's Hospital
Oregon Health Sciences University
Sinai Hospital of Baltimore (2)
University of Maryland Hospital (2)
Wayne State University
Albert Einstein Medical Center
Saint Christopher's Hospital
Howard University Hospital
Stony Brook Teaching Hospital
Children's National Medical Center
Children's Hospital of Philadelphia
Children's Hospital of Austin
Ohio State University
Georgetown University Hospital
Inova Fairfax Hospital
University Hospital of Cincinnati
University Hospital of Pittsburgh
San Antonio Uniformed Services Health Center
Mount Sinai Medical Center
PHYSICAL MEDICINE
AND REHABILITATION
Maryland (0)
Out-of-State (1)
Ohio State University
PLASTIC SURGERY
Maryland (0)
Out-of-State (1)
Georgetown University Medical Center
PSYCHIATRY
Maryland (2)
Out-of-State (4)
University of Maryland Hospital (2)
University Health System Eastern Carolina
Medical University of South Carolina
Emory University Medical Center
University of California-Los Angeles
Neuropsychiatric Institute
RADIATION ONCOLOGY
Maryland (0)
Out-of-State (1)
University of Chicago Medical Center
SURGERY
Maryland (2)
Out-of-State (9)
Bethesda Naval Medical Center
University of Florida
Georgetown University Hospital
Eisenhower Army Medical Center
Thomas Jefferson University Hospital
Internships and Residencies
41
Mercy Hospital of Pittsburgh
Strong Memorial Hospital
Georgetown University Hospital
University of Maryland Hospital
Wayne State University Medical Center (2)
SURGERY— PRELIMINARY
Maryland (1)
Out-of-State (1)
University of Maryland Hospital
University Health Center of Pittsburgh
TRANSITIONAL
Maryland (0)
Out-of-State (4)
Crozer-Chester Medical Center
York Hospital (2)
Madigan Army Medical Center
UROLOGY
Maryland (1)
Out-of-State (2)
University of Maryland Hospital
Boston University Medical Center
Universitv of Pennsvlvania Medical Center
Class of 2000
ANESTHESIOLOGY
Maryland (1)
Out-of-State (5)
Beth Israel Deaconess Medical Center
Temple University Hospital
Medical College of Wisconsin Affiliated
Hospital
Mount Sinai Hospital
St. Vincent's Hospital
University of Maryland Hospital
DERMATOLOGY
Maryland (1)
Out-of-State (2)
Mayo Clinic
University of Maryland Hospital
Saint Luke's-Roosevelt Hospital
DIAGNOSTIC RADIOLOGY
Maryland (3)
Out-of-State (4)
Thomas Jefferson University
Beth Israel Deaconess Medical Center
University of Maryland Hospital (3)
Christiana Care Hospital
University of Arizona Affiliate Hospital
EMERGENCY MEDICINE
Maryland (1)
Out-of-State (5)
Hospital of the University of Pennsylvania
Strong Memorial Hospital
University of Maryland Hospital
University of Massachusetts Hospital
University of Chicago Hospital
Thomas Jefferson University
FAMILY PRACTICE
Maryland (1)
Out-of-State (22)
Atlanta Medical Center
Pomona Valley Hospital
Halifax Medical Center
Oregon Health Science Center
York Hospital
University of Maryland Hospital
University Health System of East Carolina
Washington Hospital
St. Joseph's Hospital (2)
Martin Army Community Hospital
Medical College of Virginia
Medical College of Georgia
Crozer-Keystone Health Center
Reading Medical Center
Memorial Hospital
Williamsport Hospital
University of Minnesota Health Center
Central Maine Medical Center
Lancaster General Hospital
University of California-Davis
Fairfax Family Practice Center
Morehouse School of Medicine Affiliated
Hospital
INTERNAL MEDICINE
Maryland (8)
Out-of-State (29)
University of Maryland Hospital (5)
Johns Hopkins Hospital (2)
University of Michigan Hospital
Duke University Medical Center (3)
University of Minnesota Medical Center
University Health Center
42 School of Medicine
Boston University Medical Center (2)
George Washington University
University of Southern California Medical
Center (2)
University of North Carolina Hospital
Shands Hospital
Bethesda Naval Medical Center
McGaw Medical Center (2)
University of Southern Florida
Oregon Health Science University
University of Chicago Hospital
University Hospital of Cleveland
Beth Israel Deaconess Medical Center
Thomas Jefferson University
Columbia Presbyterian Hospital
Geisinger Medical Center
Walter Reed Army Medical Center
Washington Hospital Center
California Pacific Medical Center
Emmanuel/Good Samaritin Hospital
Temple University Hospital
Hospital of the University of Pennsylvania
INTERNAL MEDICINE-
PRELIMINARY
Maryland (10)
Out-of-State (9)
University of Maryland Hospital (3)
University of California-San Diego Medical
Center
Union Memorial Hospital (2)
Mercy Medical Center (4)
Christiana Care
Georgetown University Hospital
San Fernando Valley Medical Center
Jacobi Medical Center
Mercy Catholic Medical Center
Lenox Hill Hospital
Kaiser Permanente Medical Center
Washington Hospital Center
Johns Hopkins-Bayview Hospital
COMBINED PROGRAMS
MED-PEDS
Maryland (0)
Out-of-State (4)
UMDNJ-New Jersey Medical Center
University of California-San Diego Medical
Center
University of Chicago Hospital
Cedars-Sinai Medical Center
MED-ERMD
Maryland (0)
Out-of-State (1)
Allegheny General Hospital
MED-PSYC
Maryland (0)
Out-of-State (0)
PEDS-ERMD
Maryland (1)
Out-of-State (0)
University of Maryland Hospital
PEDS-PSYC
Maryland (0)
Out-of-State (1)
Mount Sinai Hospital
NEUROLOGY
Maryland (0)
Out-of-State (2)
University Hospitals of Cleveland
Reed Neurological Research Center
NEUROSURGERY
Maryland (0)
Out-of-State (2)
Brigham and Women's Children Hospital
Westchester County Medical Center
OBSTETRICS AND GYNECOLOGY
Maryland (1)
Out-of-State (2)
Memorial Health Care Center
University of Louisville Medical Center
Franklin Square Hospital
OPHTHALMOLOGY
Maryland (0)
Out-of-State (2)
Georgetown University Medical Center
Montefiore Medical Center
ORTHOPEDICS
Maryland (1)
Out-of-State (3)
State University of New York Health Center
Howard University Hospital
University of Maryland Hospital
Wake Forest University Medical Center
OTOLARYNGOLOGY
Maryland (1)
Out-of-State (0)
University of Maryland Hospital
Internships and Residencies
43
PATHOLOGY
Maryland (0)
Out-of-State (0)
PEDIATRICS
Maryland (6)
Out-of-State (10)
Inova Fairfax Hospital
UMDNJ-New Jersey Medical Center
Johns Hopkins Hospital
Saint Christopher's Hospital
University of Maryland Hospital (3)
University Hospital of Cleveland (2)
Long Island Jewish Hospital
Louisiana State University Medical Center
Sinai Hospital (2)
Albert Einstein/Montefiore Hospital
Baylor Medical Center
Medical University of South Carolina
Maimonides Medical Center
PHYSICAL REHABILITATION MEDI-
CINE
Maryland
Out-of-State (1)
Mayo Clinic
PSYCHIATRY
Maryland (3)
Out-of-State (2)
New York Medical Center (2)
University of Maryland Hospital (3)
RADIATION ONCOLOGY
Maryland (0)
Out-of-State (3)
Emory University Medical Center
Loma Linda Medical Center
University of Michigan Hospital
SURGERY
Maryland (2)
Out-of-State (5)
Beth Israel Deaconess Medical Center
Boston University Medical Center
Morristown Memorial Hospital
University of Florida Health Center
Saint Luke's Bethlehem Hospital
Union Memorial Hospital
Bethesda Naval Medical Center
SURGERY-PRELIMINARY
Man-land (0)
Out-of-State (2)
University of Colorado Health Center
Brigham and Women's Hospital
TRANSITIONAL
Maryland (1)
Out-of-State (2)
Crozer-Chester Medical Center
Harbor Hospital Center
Tucson Hospital
UROLOGY
Man-land (0)
Out-of-State (0)
44
School of Medicine
Resources
Office of Medical Education (OME)
The Office of Medical Education:
Provides educational support for faculty and students.
Provides multi-media systems design and hardware installation for medical school educa-
tion.
Provides faculty development through instructional techniques, design and evaluation in
coordination with the Office of Faculty and Student Development.
Provides educational resources including audiovisual aids, instructional videotapes and
computer software programs.
Develops and implements computer-based instructional systems.
Assists in the development of special educational programs.
Assists in curriculum development and evaluation of curricular programs.
Provides evaluation of instructional systems and techniques.
Provides for the operation and maintenance of the Dr. Irving J. Taylor Learning Resources
Center and Computer Learning Center.
Provides audiovisual support services for lecture halls, small group classrooms and special
events.
Provides individual and group tutorials, mock examinations and study skills workshops.
Provides research in medical education, instructional design, evaluative techniques and
educational technology.
Consults with faculty and staff of the medical school, as well as the other UMB schools in
media production.
Provides classroom scheduling.
A variety of services, administered by the director of academic development, offer a variety of
opportunities for students to become more effective, efficient learners. The services include:
The Prematriculation Summer Program (PSP): Prior to the beginning of the academic year,
incoming freshmen are invited to take part in a six-week simulation of the first year curriculum.
Participants study significant portions of Structure & Development and Cell & Molecular
Biology, and are given a brief introduction to Functional Systems; learn to handle the medical
schools accelerated pace and grasp-of-material demands; gain practice in gross anatomy and
histology labs, small group study, and exam-taking; and refine their study skills and habits to meet
the new challenges. PSP is especially designed for students who are at greater risk of not succeeding
in medical school; such applicants are given enrollment preference. Follow-up studies have consis-
tently shown that PSP has had a positive and significant impact on the academic achievement of
PSP students. Each year, the program also affords a select group of academically talented sopho-
mores the opportunity to explore academic medicine and sharpen their own academic knowledge
by teaching this class of approximately 20 students.
Resources 45
Supplemental Instruction: Individual and small group tutorials are available to all freshmen and
sophomores as needed at no charge.
Academic Development Workshops: At various times throughout the year, formal presentations
and panel discussions addressing topics of general concern and interest (e.g., time management,
active learning, test-taking, and course previews) are conducted.
Academic Counseling: Individual counseling sessions, focusing on problems affecting academic
performance and strategies for improvement, are available to all medical, physical therapy and
medical technology students.
Academic Monitoring: First- and second-year exam results are reviewed frequently. Students who
do not pass an exam or whose results are significantly lower than usual, are invited in for consul-
tation as soon as possible after the poor exam showing. The student works with the director in
specifying what went wrong and in fashioning an appropriate remedy. Follow-up contacts provide
additional support to the student. The Academic Monitoring Committee meets periodically to
examine the academic progress of all first- and second-year students with particular attention paid
to devising interventions for students experiencing difficulty.
Board Preparation: A series of activities assist sophomores in getting ready for the USMLE STEP I.
Activities include: gathering and sharing with sophomores the collective wisdom of juniors whom
have just taken the boards; offering frequent formal review sessions covering "high yield" exam
topics; conducting occasional information-sharing workshops and panel discussions; identifying
"at risk" students who may have difficulty with STEP I for special board prep assistance; in indi-
vidual consultations, structuring study strategies/schedules, answering questions and discussing
areas of concern; administering a February mock board which provides students with baseline
information as well as giving a "heads up" that the boards are approaching; helping those who
must retake the STEP I. Board review books are available for circulation from the academic devel-
opment resource library. By request, assistance also is given to those preparing for the STEP II or
the specialty licensing exams.
Research: Ongoing data collection and analysis provide a source of information useful in clari-
fying the role and interplay of various factors involved in student learning. These qualitative and
quantitative data sets are utilized by others conducting research or making curriculum decisions.
Educational Screening/Special Accommodations: Students with learning disabilities (LD) or
attention deficit disorders (ADD) receive assistance in minimizing the disability's impact on their
academic performance. Students suspected of being LD or ADD, but not previously identified as
such, are referred for testing. If the results are positive, the student will receive assistance in gaining
accommodations and adjusting his/her study approach accordingly
Irving J. Taylor Learning Resources Center and Clinical Media Library: The Irving J. Taylor
basic sciences media library provides students with access to many self-instructional materials
including videotapes, slide-tapes, computer- assisted instruction, lecture tapes and reference books.
Student Computer Facilities: The Office of Medical Education is responsible for the operation
of two student microcomputer facilities: the Computer Learning Center and the Apple Macintosh
laboratory. Both of these facilities are part of the Irving J. Taylor Learning Resources Center and
are located adjacent to each other on the second floor of the MSTF building. The Computer
46 School of Medicine
Learning Center (CLC), located in the Medical School Teaching Facility, is a 20-station MS-DOS
microcomputer lab. The Office of Medical Education maintains the network and provides
helpdesk activities to support student laptop computers.
Illustration: Services include comprehensive renderings of surgical and clinical techniques,
anatomical renderings, statistical charts and other graphic representations. Additional service
includes comprehensive design and finishing of flyers, brochures, programs, posters, displays and
exhibits, and layout and paste-up for offset printing and photographic copying.
Photography: Services include photographic copying of flat material such as written matter, x-
rays, laboratory tracings and data; photography of specimens, equipment set-ups, surgical, clinical
and laboratory activities; and portraits for school-related purposes. The photography laboratory
also handles slide duplication, and acts as a collection station for commercial processing of color
photography. Computer-developed color slides are a major area of service.
Health Sciences and Human Services Library
"The library is always one of the first places you look to in order to measure the quality of any institu-
tion of higher education. Those who see our new library, from the outside and inside, will have no doubt
as to the seriousness of our academic mission. This wonderful building puts us in a leadership position
on an international scale. " — UMB President David J. Ramsay (March, 1998)
Distinguished as the first library established by a medical school in the United States, the
University of Maryland continued its leadership role when the new Health Sciences and Human
Services Library (HS/HSL) opened in April of 1998.
The library is the second largest medical school library on the East Coast. The library has six
levels and covers 190,000 square feet which includes the Tower Cafe, the HS/HSL coffee lounge.
This fully-wired and networked library features 1500 data connections for laptop users along with
50 public-access workstations and three computer classrooms. There is seating for 900 individuals
in the library. This arrangement includes 130 individual study-carrels and 40 collaborative
learning rooms always available to students.
If a library user forgets to bring their laptop, the library's Research and Information Commons
on the main floor provides 37 workstations that have access to everything from the Web to email
to databases to full-text journals/textbooks to applications. The library's 360,000 volumes and
2300 journal titles are accessible through HS/HSL online catalog.
The HS/HSL digital information resources are available offsite through the web site
(http://www.hshsl.umaryland.edu). Additionally, the Web page directs users to other valuable
resources from around the world and is also the first place to look for additional news and infor-
mation about the Health Sciences and Human Services Library.
UMnet, the campus computer network that provides 24-hour offsite (campus computer labs,
home or office) access to electronic resources, undergirds the library databases and services, e-mail,
Internet and World Wide Web resources. UMnet assistance, as well as account registration
support, is provided by the HS/HSL. Valuable information regarding UMnet can be found at the
HS/HSL's web site. All students are provided with UMnet accounts and free access to the HS/HSL
digital resources.
All library services are fully supported by a staff of librarians, computing and network support
professionals. The staff is available for consultations and instruction as well as assistance in plan-
ning for the integration of information skills into curricula and courses.
Resources 47
In addition to serving all the professional schools on campus and the University of Maryland
Medical Center, the library is a nationally recognized leader in information technology and serves
as the Regional Medical Library for the Southeastern United States, Region 2 of the National
Network of Libraries of Medicine.
For further information about the library and its services, access the library's Web address at
http://www.hshsl.umaryland.edu.
Medical Alumni Association
The Medical Alumni Association - the oldest independent medical alumni association in the
United States - has served all students, graduates, faculty and staff affiliated with the School of
Medicine since 1875. Located in Davidge Hall, 522 West Lombard Street, the Medical Alumni
Association office is open weekdays. Among its many activities, the association coordinates the
annual Reunion weekend, publishes the quarterly Bulletin and sponsors an annual social event for
each medical school class.
Since the association inaugurated the Annual Giving Drive in 1978, lectures, scholarships and
student loans funded by alumni contributions have enriched the programs and goals of the School
of Medicine on a daily basis.
Affiliations
Recognizing the importance of providing excellent clinical experiences with stimulating faculty
and mentors, the School of Medicine has developed a comprehensive network of affiliations
designed to encompass the continuum of medical care including ambulatory, acute hospital, home
care, rehabilitation and chronic care. In all programs medical students are trained by and fully
supervised by School of Medicine, University of Maryland Baltimore faculty.
Over the past five years a significant effort to coordinate, expand and improve the ambulatory
care experience has resulted in an extensive ambulatory care network of opportunities. Clinical
experiences are offered in multi-disciplinary teaching clinics, faculty practices, community clinics,
private practices and hospital-based ambulatory care programs. Model geriatric clinical education
programs, designed at three facilities with large cohorts of elderly patients, serve as stimulating
educational experiences where computer-assisted learning augments the faculty preceptor patient
experience.
Academic tertiary care experience, demonstrating state-of-the-art technology and ongoing
exciting clinical research, is offered at the three major affiliates: the University of Maryland
Medical System, the Baltimore VA Medical Center and Mercy Medical Center. Additionally,
community hospitals with major commitments to the importance of a teaching environment serve
as outstanding opportunities for primary and secondary health experiences.
A successful network of community, state and federal psychiatric facilities has resulted in a
widely acclaimed statewide program for psychiatry training. Special clinical research experience in
psychiatry is additionally offered at the Institute of Psychiatry and Human Behavior and at the
Perry Point VA Medical Center.
Experience in rehabilitation, home care and chronic medical care is offered through several
facilities, each offering special aspects of expertise for those who wish to pursue psychiatry, neuro-
rehabilitation and geriatrics. The following sites have formal affiliations with the School of
Medicine: Baltimore Veterans Affairs Medical Center, Walter P. Carter Center, Children's National
Medical Center (Washington), Deaton Hospital, Franklin Square Hospital, Greater Baltimore
Medical Center, Harbor Hospital Center, Johns Hopkins Hospital, Kernan Hospital, Johns
Hopkins Bayview Medical Center, Maryland General Hospital, Mercy Medical Center, National
48 School of Medicine
Orthopedic Hospital, St. Agnes Hospital, Sinai Hospital of Baltimore, Sheppard and Enoch Pratt
Hospital, Springfield Hospital Center, Spring Grove Hospital Center, Union Memorial Hospital,
University of Maryland Medical System (includes Shock Trauma and Cancer Center), Western
Maryland Area Health Education Center (AHEC) and York Hospital (PA).
The University of Maryland Medical System (UMMS)
The University of Maryland Medical System is a private, not-for-profit teaching hospital system
that provides a complete range of inpatient and outpatient services to more than 300,000 people
each year. UMMS is a national and regional referral center for trauma, cancer, neurocare, cardiac
care, women's health services, children's health services and physical rehabilitation. It also has the
largest kidney transplant program in the world. The medical system has 9,000 employees, 1,900
licensed beds, and gross revenue of $900 million. The major components are:
The University of Maryland Medical Center in downtown Baltimore (which includes University
Hospital, the Greenebaum Cancer Center, the R Adams Cowley Shock Trauma Center and the
Maryland Hospital for Children) was previously an agency of the state of Maryland. It is the
primary clinical setting for the University of Maryland School of Medicine. It is dedicated to
providing exemplary health care for the people of Maryland, to preparing students and physicians-
in-training for the practice of medicine and the allied health professions and to carrying out
research to improve the quality of health care.
Since its founding in 1823, the medical center has become a major tertiary care center that
offers a full range of specialized medical and surgical services. In recent years, as the number of
health care facilities in urban centers has decreased, the medical center has assumed increasing
responsibility for its surrounding community. As a result, more than 100,000 city residents look
to the University of Maryland Medical Center their primary source of health care.
With 724 beds and located in the heart of Baltimore's UniversityCenter district, University of
Maryland Medical Center is one of the nation's busiest. In one year it records approximately
30,000 inpatient admission, 200,000 outpatient visits, and 1,500 births. Every day, nearly 5,000
people pass through the hospital's doors. The senior medical staff- more than 800 physicians - is
comprised of the clinical faculty of the School of Medicine who supervise training of the more
than 600 graduate-physician house staff as well as the medical students.
Because of its combined professional and academic environment, many outstanding treatment
programs and research facilities have been developed at the medical center. The R Adams Cowley
Shock Trauma Center and the University of Maryland Greenebaum Cancer Center are two prime
examples.
The R Adams Cowley Shock Trauma Center, linked with the statewide network of emergency
communications, transportation and medical care facilities, is second to none. It provides high-
speed emergency service to more than 6,500 critically injured persons each year - the most severe
multiple trauma cases in the state - with an impressive 96 percent survival rate. A heliport on the
roof of the $44 million R Adams Cowley Shock Trauma Center facilitates rapid transport of the
most severely injured and acutely ill patients.
At the Greenebaum Cancer Center, collaboration between research scientists and research clini-
cians has resulted in notable efforts in treating breast, lung and blood-related cancers. It was at the
cancer center that researchers pioneered the freezing of a leukemia patient's own platelets for later
use during relapses. The center's physicians work closely with other oncology programs within the
hospital, tailoring the balance among surgery, radiation and anticancer drugs for each patient's
optimal treatment plan. The cancer center is nationally known for its blood and marrow trans-
plant program and its research into new drug development.
Resources 49
Other centers of excellence include:
• University of Maryland Hospital for Children, which provides the full range of pediatric
services. It houses the state's largest neonatal intensive care unit.
• The solid organ transplant program, which performs more than 300 transplants each year,
with capabilities in kidney, pancreas, simultaneous kidney-pancreas, liver, heart and lung.
The comprehensive program continually surpasses national survival rates in every area.
• The Maryland Brain Attack Center, where physicians offer new treatments that help
prevent disabilities from stroke by rapidly restoring blood flow to save brain tissue. The
institution's neurosurgery department has attracted national attention for its innovative
techniques used in the treatment of brain tumors. A Gamma Knife Center allows patients
with inoperable brain tumors a new chance for survival. The Center for Advanced Fetal
Care, Multiple Sclerosis and Magnetic Resonance Imaging Centers all offer the most
advanced technology possible.
• University Sports Medicine provides injury prevention and treatment services to everyone
from professional athletes, such as the Baltimore Ravens, to college athetes, such as the
University of Maryland Terrapins, to weekend warriors.
• An affiliation with the Institute of Human Virology, where world renown experts led by
Dr. Robert Gallo investigate the cures and prevention of chronic viral diseases, with AIDS
as a top priority.
Along with its partner, the School of Medicine, the University of Maryland Medical Center has
met the rapidly changing health care market with expanded services. These services include:
• Four primary care sites in West Baltimore.
• Specialty care in the suburbs in Hartford and Anne Arundel County; and primary and
specialty care at Shipley's Choice in Anne Arundel County.
The University of Maryland Medical Center has grown both professionally and physically over
the years. Today, through partnerships with the University of Maryland's professional schools, it is
the training site for pharmacists, social workers, dentists, nurses and other health professionals and
technicians. This interprofessional environment is a unique and valued characteristic of the
University of Maryland Medical Center.
In January 2000, the Medical Center launched construction of a new 350,000 square-foot
building which is presently designed to house components of its emergency services, surgical serv-
ices, diagnostic imaging, and women's and children's programs. It will stand adjacent to the Homer
Gudelsky Building, which opened in 1995.
North Arundel Hospital is a 329-bed acute-care community hospital in Glen Burnie, Maryland.
Primarily serving residents of northern Anne Arundel County, this suburban community hospital
is located approximately five miles south of Baltimore, Maryland, and 25 miles northeast of
Washington, D.C. The facility has numerous areas of specialization including orthopedics, cardi-
ology, geriatrics and oncology.
Mt. Washington Pediatric Hospital in Baltimore offers inpatient, outpatient, day programs, and
home-based care for infants and children. The facility also has a 1 5-bed off-site hospital in Prince
George's County.
Maryland General Hospital is a 300-bed community teaching institution that serves as the
cornerstone of Maryland General Health Systems, Inc., a comprehensive network covering the
continuum of care needs for more than 100,000 patients annually.
50 School of Medicine
Kernan Hospital, a 152-bed orthopaedic and rehabilitation hospital that serves adults and chil-
dren with orthopaedic and neurological conditions with a full range of inpatient and outpatient
programs. Kernan includes the William Donald Schaefer Rehabilitation Center with special units
for stroke, multiple sclerosis, spinal cord and head injury, and geriatric patients with complex
medical problems.
Deaton Hospital, a 324-bed, long-term care facility that includes a chronic care facility and a
nursing home.
VA Maryland Health Care System (VAMHCS)
The VAMHCS consists of three Maryland VA Medical Centers located at Baltimore, Fort Howard
and Perry Point, and an independent 120-bed Rehabilitation and Extended Care Center. Medical
faculty, students and researchers primarily interact with the health care system's Baltimore facility.
The Baltimore VA Medical Center was designed to support a large outpatient program with exten-
sive primary care as well as subspecialty experiences and ambulatory surgery. A growing network
of community-based outpatient clinics now provide additional access for patients in the Baltimore
metropolitan area, Southern Maryland and Maryland's Eastern Shore. The VAMHCS houses the
first radiology service in the nation to offer a completely filmless program, made possible by new
advances in computer archiving and digital processing of images. Diagnostic quality radiographs
are available on more than 80monitors throughout the Baltimore VA Medical Center which
provides improved patient care and expanded opportunities for student and house staff education.
The VAMHCS contains a fully computerized patient information system and a highly
advanced electronic medical record. The Baltimore site has bedside terminals which allow for ease
of patient care and reduced non-productive time for students. The information system allows
instantaneous clinical queries for clinical research and continuous improvement in patient care.
Major increases in support staff assigned to house staff teams has resulted in decreased "scutwork,"
activities for students and residents as support staff is more frequently available for routine phle-
botomy, intravenous line adjustments, escort services and clerical support services. A major recon-
figuration of nursing and support staff combined with computer designed programs has increased
the efficiency of the medical care so that students, house staff and faculty can better spend their
time on direct rather than indirect patient care, and on stimulating educational and clinical
research areas rather than on cumbersome support delivery problems.
In the disciplines of medicine, surgery, psychiatry, neurology, anesthesiology, pathology, radi-
ology, rehabilitation medicine, geriatrics and ambulatory care, there is close integration of the
faculty, resident and undergraduate levels of the School of Medicine. More than 70 investigators
have funded research programs in areas including infectious disease, geriatrics, exercise physiology,
cardiology, immunology, neurology, oncology and schizophrenia. For the past five years, the
VAMHCS has been among the top three facilities in research funding in the nation.
Resources 51
Area Health Education Center Program (AHEC)
One of the University of Maryland Baltimore's commitments to improving health care delivery in
primary care is the Area Health Education Center (AHEC) program.
The AHEC program has been developed to provide comprehensive health care education and
training for undergraduate and graduate medical students, as well as for students from the other
UMB health profession schools. AHECs attract students, interns and residents to rural and under-
served areas, fostering their interest in practicing in such sites. AHEC activities promote increased
numbers of physicians and other health care professionals, encourage the development of health
care facilities, provide multi-disciplinary and interdisciplinary training for health professionals,
and increase capabilities for the existing program of graduate and continuing medical education
and health training.
The University of Maryland School of Medicine has directed the Maryland AHEC Program for
over 20 years. The Maryland AHEC system is comprised two rural centers: the Western Maryland
AHEC and the Eastern Shore AHEC. The Western Maryland AHEC, established in 1976, is
located in Cumberland, a rural community in Allegany County. The Eastern Shore AHEC, domi-
ciled in Cambridge at the Eastern Shore Hospital Center, has been in operation since 1995. Both
centers afford students the opportunity to understand and experience the valuable and rewarding
benefits of delivering primary health care in a rural environment.
School policy requires that students spend eight weeks of their senior year in clinical education
at an ambulatory site. Some students elect to spend this mandatory rotation at rural sites.
Additionally, senior medical students may choose a rotation at either AHEC site as a primary care
elective. These experiences are designed to encourage students to consider practice in similar
settings and to gain a firm appreciation of the special health needs of rural populations.
52 School of Medicine
Student Life
Office of Student Affairs
The Office of Student Affairs is designed to provide guidance, advice, help and administrative
services to students enrolled in the School of Medicine. In addition, the office is responsible for
monitoring student registration, progress and advancement, graduation and all aspects of student
life related to undergraduate medical education. To this end the office employs one full-time asso-
ciate dean, two part-time assistant deans and support staff.
While the entire staff is available to offer assistance to all students, some staff members also
assume a specialty area within their overall functions. These specialty areas include senior elective
advising, student fellowships, career and residency advising, and counseling.
Electives
There is no elective requirement during the pre-clinical years, although many faculty members
offer elective experiences. Offerings may include such diverse topics as cardiovascular pathology,
medical rehabilitation, nutrition, alcohol and drug abuse and many research projects. Some expe-
riences may have prerequisites and may be open only to sophomores.
Residency Planning
The Office of Student Affairs maintains a residency advisement program that includes counseling,
referral to faculty, alumni and community resources and workshops on residency selection provided
during the junior year. Recent graduates are surveyed periodically so that feedback from a number of
residency programs of interest to graduates is kept as current as possible.
We have recently initiated the MedCareers program. This program, developed by the American
Association of Medical Colleges, helps students select careers in medicine, using a developmental
approach. In the first year, the program, available on the Internet, administers questionnaires that
allow the student to find areas of strength and interest. In the second year, students are encour-
aged to "try on different hats," by participating in various specialty interest groups. In the third
year, students are given more specific information about specialties and may participate in work-
shops that focus on strategies for considering various clinical specialties. In the fourth year, the
program is integrated with other activities in the school to help students solidify career choices.
Human Dimensions in Medical Education (hdme)
The HDME Program provides opportunities for informal activities among students and faculty
outside the classroom setting. These range from social gatherings to small group discussions of
concerns and feelings related to the personal and professional aspects of medical education and
practice.
Student Life 53
Students may elect to participate in the HDME Program at any point in their medical school
career. Many enter the program by attending the pre-freshman orientation retreat held in late
August. The retreat is attended by students from all levels of training, faculty members and, in many
cases, spouses or close friends. Thus, participants are provided an opportunity to get acquainted in
an informal and intimate off-campus setting. Much of the time at the retreat is spent in intensive
small group sessions. Topics of discussion are determined in each group, but typically include
adjustment to medical school, the impact of a medical career on domestic life and the problem of
setting priorities among various professional and personal demands. Recreational activities also are
included in the four-day experience. Relationships formed at the retreat often continue back on
campus and even beyond graduation.
HDME was conceived at The Center for the Study of the Person in Lajolla, California. The
program is planned and operated locally by a student- faculty committee. One goal of the program
is to provide an environment in which students and faculty can develop a bond during the four
years of medical school. Another desired outcome is the development of effective communication
and listening skills that will enable medical students, house officers and faculty members to
become better health care providers.
White Coat Ceremony
The white coat is a traditional symbol of the medical clinician and scientist. It has come to repre-
sent the knowledge, skill, and integrity of the medical professional and the highest standards of
professional work, whether in the classroom, laboratory or clinic. Held in November or December,
the White Coat Ceremony officially welcomes freshmen students into the professional commu-
nity. In mid-fall students are asked to provide a list of two or three people whom they would like
to invite to this ceremony, generally parents or partners.
Following a continental breakfast, those attending hear a number of short presentations, with
each speaker addressing the issue of professionalism in medicine from his or her own perspective.
Speakers include representatives of the medical school administration, the pre-clinical and clinical
faculty and the student body. Freshmen students are then called individually to the stage to receive
their white coats from members of the faculty, as well as a copy of the school's Code of Professional
Conduct. Acceptance of the white coat is an affirmation that, along with acquiring the requisite
knowledge, the student will accept responsibility for developing and maintaining professional atti-
tudes and behaviors in work and in relationships with classmates, teachers, patients and the
community-at-large.
The Office of Student and Faculty Development
The Office of Student and Faculty Development was designed to provide vision and leadership in
addressing faculty and student development while creating opportunities for them to reach their
fullest academic and personal potential. Responsibilities of this office are to:
• Work collaboratively with other offices in the presentation of a comprehensive faculty
development program, including topics in professional development and teaching skills for
campus and community-based faculty.
• Provide leadership in the school's effort to represent and collaborate with others in our
diverse, multi-cultural scientific community through recruitment efforts and skill develop-
ment for students and faculty.
54 School of Medicine
• Coordinate a mentoring program for students in which regular meaningful contact
between students and faculty works to guide and promote their career to its greatest
potential.
• Promote appreciation of life-long adult learning among students, residents, and faculty.
• Advertise award, scholarship and fellowship opportunities for students and faculty, and
assist in the processing of materials for these opportunities.
The Office of Student and Faculty Development coordinates programs for high school and
college students that are designed to increase the number of students entering the medical profes-
sion. The office works closely with the director of recruitment in the Office of Admissions to
recruit a diverse group of talented students to the School of Medicine, the Office of Academic
Development to retain these students, and the Office of Student Research to offer them opportu-
nities in research projects.
For additional information contact:
Donna Parker, MD
Associate Dean for Student and Faculty Development
University of Maryland School of Medicine
655 West Baltimore Street — Room M-004
Baltimore, Maryland 21201
(410) 706-7689
Student Government
The Student Council is the organization recognized by the medical school administration as the offi-
cial representative body of the registered students at the School of Medicine. Council duties include
disbursing student activities funds according to the needs of its members and coordinating student
input in institutional administrative policy decisions. Student Council officers serve as student repre-
sentatives to national meetings of organizations that guide national educational and medical policies.
The council also conducts elections of all class officers.
Student Organizations
Alpha Omega Alpha (AOA). Election to AOA, the national medical honor society, is based on
scholastic achievement, service to the school, qualities of leadership, integrity and fairness to
colleagues. Students are elected at the end of their junior year or the beginning of their senior year.
Members coordinate programs and lectures with the goal of furthering academic interest and
stimulating curiosity. Programs of recent years have included a lecture series on topics in the
history of medicine, an EKG interpretation course, sponsorship of a Clinical Visiting
Professorship, campus tours for prospective medical students, and Junior/Senior Night, an orien-
tation to the match process for junior medical students.
American Medical Association — Medical Student Section (AMA-MSS). The AMA-MSS is the
medical student section of the American Medical Association (AMA) that provides leadership
positions at the local and national levels, the opportunity for involvement in the medical political
process and medically oriented programs for students and the community. At the University of
Maryland, the AMA-NSS sponsors several events such as an annual used book sale in August and
Student Life 55
a morning donut and bagel sale. Members of the AMA-MSS receive the Journal of American
Medical Association (JAMA), American Medical News, AMA Member Matters and Pulse, a
national medical student newsletter.
Each year the AMA-MSS at the University of Maryland elects and sends a delegate and alter-
nate delegate to two meetings: the Annual AMA Meeting in June, and the Interim AMA meeting
in December. Traditionally, the delegate is a second-year student while the alternate is a first-year
student.
American Medical Student Association (AMSA). The University of Maryland Chapter of the
American Medical Student Association (AMSA) offers the opportunity to become actively
involved with a group of dynamic, concerned medical students at the local and national levels. The
immediate benefit of membership is working and socializing with peers in friendly, informal
settings through participation in a wide variety of activities of interests to the membership.
AMSA is involved in many service activities: microscope and used book sales, coordination of
the noontime films and lectures, the student phone and housing directories, orientation activities,
workshops, projects and parties. Other activities include local and national legislative monitoring
and lobbying, clinic staffing, public education efforts and events coordinated with other school
organizations. Fundraising projects help to defray expenses of members attending workshops and
regional and national meetings. In addition, AMSA is willing to sponsor activities that are
proposed by its members.
On the national level, AMSA promotes the interests of public health, and the medical students
serve as a forum and information clearing house for issues of major importance; e.g., AMSA's posi-
tion on the current administration's proposals as they relate to health care reform and medical
education. Benefits to AMSA members include a four-year subscription to the student journal The
New Physician, special interest task force newsletters, informational booklets, discounts on medical
texts, life insurance policies, the AMSA Mastercard, the "HEAL Deal" for repayment of HEAL
loans at lower interest rates, a low-interest loan program with increasing monies available each
successive year of school, and unique educational experiences both at home and abroad — all for a
single membership fee for all four years of school. The Annual National Convention is open to
members (partially subsidized by chapter funds) and is a rare and valuable experience. It features
four days of guest speakers, a multitude of exciting health care presentations and workshops, oppor-
tunities to share in national policy formulation, a chance to meet other medical students and social-
izing opportunities.
American Medical Women's Association (AMWA) Student Branch. The AMWA Student
Branch at the University of Maryland is a dynamic group responsive to the needs of female
medical students. While its first commitment remains to provide support and promote friendship
among students, faculty, and physicians, AMWA also provides a network where students can meet
and discuss issues such as lifestyles in medicine, career choices, women's health, and political issues
important to women and the student body at large.
AMWA is involved in a variety of activities on campus including pot-luck dinners where special
guest speakers address issues, monthly noon-time business meetings and get- acquainted gatherings
with students and faculty. Although AMWA is primarily concerned with issues related to women,
all AMWA functions are open to the entire student body.
Asian Professional Students Association. The Asian Professional Students Association (APSA)
was formed by a group of medical students in 1984, and since then has grown to include members
of other schools at UMB. APSA is open to all students, teaching staff and employees regardless of
race, cultural background, sex and country of origin. The goals of the association are to encourage
56 School of Medicine
dialogue among fellow students of different cultural backgrounds, and to provide a platform for
those who appreciate Asian culture. APSA also sponsors educational and social activities for its
members and friends.
The Better Half. "The Better Half" is a support group open to all medical students and their
significant others who are interested — husbands, wives, boyfriends, girlfriends. The group's goal is
both social and supportive. Maintaining a relationship while in medical school can be difficult and
knowing other people in the same situation can be helpful to both medical students and their part-
ners. Gatherings such as the pot-luck dinners, wine tasting, wine and cheese and pizza parties are
popular affairs. A partner is not needed to attend functions.
Big Sib Program. Each year an upperclassman (usually a sophomore) "adopts" an entering
freshman as his/her little sib. Newly admitted students receive correspondence from their fellow
big brothers/sisters during the summer prior to their entry. The program is sponsored by students
with support of the admissions committee, and is designed to allow entering students to address
their questions and concerns to fellow students who have already experienced life as a medical
student. Moral support from big sibs often makes the transition easier for incoming students.
Bioethics Club. The Bioethics Club is a relatively new addition, formed to explore ethical issues
faced by students and physicians in the medical world. The group is led by Dr. Henry J. Silverman,
editor of the University of Maryland Medical System's publication Health Care Ethics, and
member of the hospital's Ethics Review Committee. At bimonthly meetings, actual cases are
reviewed and active discussion concerning moral and ethical issues related to particular situations
or to new legislative rulings across the country is encouraged. Students also have the opportunity
to attend meetings between patients, their families, physicians and members from the review
committee and observe the often difficult process of making decisions concerning what course of
intervention and care is appropriate for each patient. Students, faculty and administrators are all
encouraged to attend.
Christian Medical Society. The Christian Medical Society (CMS) at UMB is a local chapter of a
national organization which meets weekly for fellowship, prayer and discussion. CMS is
committed to providing Christian fellowship and support for medical professionals, encouraging
Christians to mature in their faith, challenging them to integrate their medical careers into their
lives in Christ and providing an environment in which non-Christians can explore the claims of
Christ. CMS presents meetings on Bible study, short-term missions, ethics, Christian family life
within the medical profession and evangelism. Dinner is shared every third week. In addition,
CMS volunteers help staff the Baltimore Rescue Mission which provides medical care to the
homeless. Members also have the opportunity to participate in local, regional and national confer-
ences. All students, faculty and hospital personnel are welcome.
Complementary Medicine Club. The Complementary Medicine Club strives to introduce
students and faculty alike to various types of therapy which complement traditional western medi-
cine. Among these complementary medicines are acupuncture, herbal medicine and music
therapy. The Complementary Medicine Club meets about once every month for an hour-long talk
and lunch.
Emergency Medicine Interest Group. The Emergency Medicine Interest Group (EMIG) is a
student organization whose mission is to expose students to emergency medicine as a career and
give students an opportunity to learn skills commonly used in emergency situations. To this end,
EMIG sponsors blood drawing, i.v. and suture labs, ambulance ride-alongs and emergency room
observation time. EMIG also sponsors talks and luncheons with emergency medicine residents
Student Life 57
and faculty on topics such as applying for emergency medicine residency and the history of emer-
gency medicine. EMIG members are actively involved in research in the emergency department
and have attended emergency medicine physicians' national conferences.
Family Medicine Interest Group. The Family Medicine Interest Group (FMIG) is sponsored by
the Maryland Academy of Family Physicians and the Department of Family Medicine.
Membership fees for first-year members are paid by the Maryland Academy and members receive
monthly professional journals free of charge. FMIG sponsors events and lectures relevant to family
medicine throughout the year. FMIG also encourages student leadership at the state and national
levels.
Gertrude Stein Medical Society. The Gertrude Stein Medical Society is a group of medical
students whose goal is to foster support among gay, lesbian and bisexual students and to encourage
interaction and education among all students at the University. The group seeks to help other
students and faculty understand the special needs of the gay and lesbian community through
education and community service. The group meets bimonthly with potluck dinners and other
social events. Some members also volunteer at the Chase-Brexton Clinic. The group is open to all
students and confidentiality is assured.
Human Dimensions in Medical Education (HDME). The HDME program (described earlier
under Office of Student Affairs) is active through much of the year in planning the annual retreat
as well as other activity programs. Students are welcome to participate in these "behind the scenes"
activities that are so important to the program's success.
Internal Medicine Interest Group. This group helps students learn about careers in internal
medicine. It is student run with faculty input. Opportunities for volunteerism and mentoring are
encouraged.
Jewish Medical Students Organization. The Jewish Medical Student Association encourages all
medical students, regardless of specific affiliation (i.e., orthodox, conservative, reform or non-
Jewish) to join and participate in the group's activities. The association works closely with the
Jewish Community Center's Office for Graduate Studies which provides sponsorship for many of
its activities, including Friday night dinners, talks on Jewish medical ethics and the building of a
sukkah. The association also works with other schools on campus and in the Baltimore area to plan
joint activities.
Maryland State Medical Student Association. The Maryland State Medical Student Association
(MSMSA) is a component of the Medical and Chirurgical Society (Med-Chi) of the State of
Maryland, which is a state component of the American Medical Association. The MSMSA is
involved in issues of health care, medical education and peer review, especially in the state of
Maryland. MSMSA and AMA memberships are usually solicited together, and membership bene-
fits include subscriptions to the Maryland Medical Journal, and the AMA News. The MSMSA
provides active student representation in Med-Chi and the AMA. Also, there are several leadership
opportunities for students in the AMA through MSMSA.
Medical BreakAway. Medical BreakAway is a nonprofit organization established by medical
students at the University of Maryland. The organization provides opportunities for medical
students of all years to volunteer in international medical clinics in need during spring and
summer breaks. The program emphasizes both medically oriented volunteer work and socially
related community service projects.
58 School of Medicine
Medical Students for Choice. The University of Maryland's Medical Students for Choice
(MSFC) Chapter is part of a broad organization of medical students at schools throughout the
nation. The organization was founded by students who were concerned about the lack of abortion
education in medical schools and residencies, the severe shortage of abortion providers, and esca-
lating violence against providers. The University of Maryland Chapter hosts educational events,
creates partnerships with other medical student groups and local pro-choice organizations, and
works to incorporate abortion issues into the medical school curriculum.
Organization of Student Representatives. The Association of American Medical Colleges
(AAMC) was founded over 100 years ago to improve the quality of American medical education.
It now includes membership of 125 medical schools, 85 academic societies such as the American
College of Physicians, and 435 teaching hospitals. It maintains numerous data sources available to
its members and works cooperatively with other medical organizations such as the American
Medical Association, and provides information and testimony to the U.S. Congress and other
federal agencies concerning medical and health-related issues.
The Organization of Student Representatives (OSR), the AAMC's student voice, is composed
of one student representative from each medical school choosing to participate. OSR members
gather at an annual meeting each autumn to discuss matters of concern to the nation's medical
students and to elect an administrative board. The twelve-member administrative board meets
quarterly with the boards of other AAMC councils to formulate AAMC programs and policies
reflecting student views. OSR business is also conducted at regional spring meetings. The OSR
delegate operates to channel information from the AAMC to the medical student body-at-large
and vice versa on issues of medical education such as the match, changes in medical curriculum
and student indebtedness. Thus, the OSR serves as an effective liaison between the nation's
students and medical policy-makers to ensure consideration of student views.
Pediatrics Interest Group. This group helps students learn about careers in pediatrics. It is student
run with faculty input. Opportunities for volunteerism and mentoring are encouraged.
Pediatric Pals. Pediatric Pals is a community service organization created by medical students for
medical students. It provides a convenient, flexible and fun community service organization. Pals
visit children who are in the pediatrics ward at the University of Maryland Medical System either
on a weekly basis (1-4 hrs/wk) and/or during monthly parties on Saturday/Sunday afternoons. Pals
play Nintendo, read books, sing, rock babies or just "hang out" and be a friend to scared, sad or
lonely children. After a brief orientation, a Pal can choose as much or as little a time commitment
as desired.
Project H.O.P.E.: Helping Others Through Palliative Efforts. Project H.O.P.E. is an organiza-
tion concerned with the needs of critically and terminally ill individuals of all ages. As a medical
student, the ability to bring physical comfort to patients in the form of medications and therapies
is obviously limited, yet the capacity to bring social and emotional comfort to them is limitless.
Through potluck dinners, instructional workshops, medical rounds, and other activities, the
members of Project H.O.P.E. reach out to the residents of the American Cancer Society Hope
Lodge, to the children and families of the Baltimore Ronald McDonald House, and to the patients
of palliative care clinics and hospice programs in the Baltimore area. Project H.O.P.E. also
promotes awareness of various end-of-life issues through noontime speakers and luncheons.
Student Life 59
Sports Medicine Interest Group. This group helps students learn about careers in sports medi-
cine. It is student run with faculty input. Students interact with faculty who practice sports medi-
cine-orthopaedics, family medicine, internal medicine, pediatrics and emergency medicine are
represented. Students will have opportunities to shadow physician and physical therapists involved
in this field.
Student Interest Group in Neurology (SIGN). SIGN educates students on the field of clinical
neurology as well as other clinical neurosciences. Activities throughout the year include speakers
(clinical neurologists, residency directors, and other clinical specialists), neurology workshops,
clinical neuroscience lectures, and a mentoring program for students.
Student National Medical Association (SNMA). The University of Maryland Chapter of the
Student National Medical Association (SNMA) is an organization of under-represented minority
medical students that seeks primarily to provide academic and social support for minority medical
students at the University of Maryland School of Medicine. The SNMA organizes study groups,
provides valuable course information and review material, and facilitates organized discussions on
course requirements and strategies between upperclassmen and entering students. The SNMA also
seeks to involve itself in health and educational activities which benefit the surrounding commu-
nity and its youth. In past years the SNMA has been involved in tutoring local high school students,
presentations to inform high school and college students of medical school opportunities and health
screening programs in the community. In addition, the SNMA has also sponsored activities for
Black History Month which have included seminars and films. SNMA is active in programs that
promote greater interaction among minority students, physicians, faculty and alumni.
Publications
Academic Handbook. The Academic Handbook is the "official word" on medical school policy
and life, written by those who run the various programs described — administrators, faculty,
students. Although the book is prepared through the Office of Student Affairs, student participa-
tion and feedback contribute significantly to its effectiveness.
AMSA Directory. With financial support from the Office of Student Affairs and the Office of
Admissions, the American Medical Student Association (AMSA) at UMB compiles a student
address and telephone directory each fall. The book is available to all medical students at no cost.
Snowdays. Snowdays is a booklet written by the freshman class for entering freshmen. Designed to
acquaint students with the University of Maryland Baltimore and surrounding areas and metro-
politan Baltimore, it includes information on housing, eateries and entertainment that would be
helpful to people new to the city. Snowdays was conceived in the hope of providing freshmen with
information that might prove useful before starting the school year.
Student Answer Book. Published by the UMB campus, this book describes campus-wide services
such as housing, student health, libraries, the bookstore, and athletic facilities, as well as policies
in such areas as sexual harassment, smoking, alcohol and drug use, and violence.
The Yearbook (Terra Mariae Medicus). Since 1896 Terra Mariae Medicus has provided wide
coverage of student life. It is a collection of moments and memories from the four years of medical
school put together by the members of each senior class. Each senior receives a yearbook, the cost
of which is included in the student activities fee.
60 School of Medicine
Institutional Governance and Planning
The Committee System. Several committees are actively involved in shaping the School of
Medicine, particularly the curriculum and other essential aspects of medical education. Students
have a voice on these committees. The following committees/councils include students in their
memberships.
Curriculum Coordinating Committee (CCC) and Subcommittees. The task of the Curriculum
Coordinating Committee is to continually study and evaluate the curriculum and methods of
instruction, to make recommendations concerning changes and innovations in the curriculum and
instructional procedures, to make a continuing study of the student achievement evaluation
process and to recommend changes when necessary. In addition, the CCC Subcommittees, i.e.,
Year I/Year II Committee and the Clinical Years Committee (CYC), each include student repre-
sentatives elected by their classmates.
School of Medicine Council. Through the School of Medicine Council, representatives of the
faculty', students, house staff, alumni and affiliated institutions and School of Medicine adminis-
tration participate in the development of school policies. In addition, council members hear status
reports from committees appointed by the dean. These include the reports of the Curriculum
Committee, the Annual Admissions Report and those of the various search committees. The
Council meets monthly during the academic year, offering students an excellent opportunity to
develop an understanding of the issues affecting the operation and goals of the medical school.
There are approximately 80 voting Council members, 1 1 of whom are students.
Judicial Board. Acceptable behavior within the academic community, including proper behavior
on examinations, falls within the purview of the judicial review system and its functioning body,
the Judicial Board. The system and operation of the board are defined in the "Statement of Ethical
Principles, Judicial Review System and By-Laws of the Judicial Board," which is printed in its
entirety in the Academic Handbook and distributed to incoming freshmen at orientation.
The board consists of a chairperson appointed by the dean and representatives of the faculty and
students in the medical school community. Any member of the community who directly witnesses
an act that he or she deems unethical should report the incident in a signed letter to the chairman
of the Judicial Board. The board will then investigate the issue and hold hearings, as defined in the
aforementioned document. Findings of the board and its recommendations with respect to the
accused are forwarded to the dean. Three student representatives, one each from the sophomore,
junior and senior classes, are appointed by their class presidents.
Ethical Advisory Committee (University of Maryland Medical Center). This state-mandated
committee is composed of about 25 physicians, nurses, social workers, administrators, clergy,
attorneys and other personnel, and welcomes the input of students and residents as nonvoting
participants. The committee advises hospital staff and families on requests regarding difficult
ethical decisions such as life support for terminal patients, and also helps develop hospital policy
regarding such critical situations. The committee also serves an educational function to hospital
staff and reviews legal and legislative decisions.
Special Task Forces. On occasion, special committees and task forces are established to examine
school policies or curriculum issues. Where these issues have direct relevance to students, the
classes are frequently invited to send representatives to these functions. Major changes in policv or
curriculum typically take two or more years to plan and implement, and this can be frustrating to
Student Life 61
students who will be members of each class for only one year. At the same time, however, each
group of entering students reaps the benefits of changes to which their predecessors have
contributed and they now have the opportunity to leave a similar legacy to their successors.
Student Health Services
The Campus Health Office, located in University Family Medicine Associates (UFMA) offices at
29 South Paca Street, is open Monday-Friday from 8:00 am-4:30 pm. Students are seen for
medical appointments by physicians, residents or a nurse practitioner at UFMA at the following
times: Monday-Thursday from 8:30 am-7:00 pm, Fridays from 8:30 am-4:30 pm and Saturdays
from 9:00 am-noon. After-hour coverage for emergencies is provided by the physician on-call at
University Family Medicine.
The cost of most care provided at student and employee health is paid for through the student
health fee. Gynecological services, including health maintenance (PAP smears, etc.), family plan-
ning and routine problems, are provided by the family physicians, residents or nurse practitioner.
Birth control pills are available at a reduced cost for students receiving their GYN care through
student and employee health/family medicine.
All students are required to have health insurance and an excellent insurance policy is available
through the campus. At registration all full-time students must either purchase the UMB policy
or waive it by showing proof of comparable coverage. The deadline for waiving the UMB policy
is in mid-September. If proof of comparable insurance is not received at student and employee
health by that time, the UMB policy must be purchased for each month the waiver is not
presented. Demonstrated proof of comparable insurance is required each year the UMB policy is
not purchased.
Hepatitis B is an occupational illness for health care providers. It has serious consequences and
can even be fatal. Immunization against Hepatitis B is required for medical, dental, dental
hygiene, nursing, medical technology and PharmD students. The series of three immunizations is
given at the Campus Health Office.
All new students are required to complete a Report of Medical History and an Immunization
Record form that documents immunity to childhood illnesses. Students failing to present these
completed forms as freshmen will not be permitted to register for the sophomore year.
Students' family members can be seen at Family Medicine Associates. The family physicians
provide care for the entire family, including obstetrical and pediatric care. For additional infor-
mation, call (410) 328-8792.
Counseling Center
The Counseling Center provides professional counseling services to students and their families.
Students are encouraged to use Counseling Center services for help in dealing with any kind of
personal problems they may have. Some of the more common problems that prompt students to
seek help include stress, relationship problems, adjustment to changes in school or home life, loss
of a loved one and problems with drugs, alcohol or food.
Counseling services are completely confidential and no information is shared with administra-
tion or faculty without the student's written permission. This is not a training site; students are
always seen by a professional — a social worker, psychologist, psychiatrist, or addiction counselor.
Counseling is done on an appointment basis and student's class schedules can be accommodated
in scheduling appointments. There is no out-of-pocket expense to use this service. Call (410) 328-
8484 for additional information.
62 School of Medicine
Housing
Baltimore is a fun, friendly city with many affordable and convenient housing options. The brochure
Housing Options describes on- and off-campus options for UMB students; it is available through
the admissions office or by calling the Residence Life Office at (410) 706-7766.
The University Housing Office administrators the housing program for University-owned
housing, which can house approximately 275 students in two resident locations. The Student
Union has two floors of traditional dorm-style rooms capable of housing up to 80 students in
single or double rooms. All rooms are furnished with bed, desk and closet and each floor has a
kitchenette, lounge and restroom/shower facilities. A laundry room with coin-operated washers
and dryers is located on the ground floor of the Student Union building.
Additionally, the University owns 80 apartments in a traditional row house format known as
Pascault Row. This complex includes efficiency, one-bedroom and two-bedroom arrangements.
Each apartment is furnished and contains a living area, kitchenette and private bath and is
designed to accommodate one-to-four students. The Pascault Row complex also has a laundry7
room with coin-operated washers and dryers and each apartment has access to storage in lockers
on the ground floor.
For housing application and/or information contact:
University Housing Office
Baltimore Student Union, Rm. 122
621 W. Lombard Street
Baltimore, Maryland 21201-1575
(410) 706-7766
The University of Maryland's off-campus housing program is a self-service program designed
to help students identify housing options convenient to the University. Although the housing
program is coordinated by University personnel, it is offered only as a convenient way to facilitate
the housing search. The University does not inspect the properties listed through this service and
therefore strongly encourages students to personally do so before signing a lease. The University
has no relationship with the property owners, landlords or realtors who list property through this
service.
The University Housing Office maintains a kiosk in the lobby of the Baltimore Student Union
with current information on apartments for rent, rooms for rent, house or condominium for rent
or sale and roommate referral. There are also other types of off-campus housing information avail-
able at this kiosk such as Apartment Shopper's Guide and Home Buyers Guide.
A website has been created for the University at www.UMB-Apartment-Guide.com. Questions
related to off-campus housing can be addressed by calling (410) 706-8087.
Athletic Center
The campus Athletic Center, located on the tenth floor of the Pratt Street Garage [(410) 706-PLAY],
offers a variety of programs including intramural sports, fitness/wellness activities, informal recreation,
mini-courses and special events. The facility is equipped with two basketball and volleyball courts, a
squash court, an expanded weight room with free weights and Paramount equipment, stationary
bikes, stair, treadmill and rowing machines and areas to stretch. There are men's and women's locker
rooms with a sauna and showers. Students are admitted free with valid student ID. Paid positions for
students are available at the Athletic Center.
Intramural sports include basketball, volleyball, racquetball, squash, tennis and Softball for
men, women, coed and open competition.
Student Life 63
It is the Athletic Center's goal to provide a comprehensive fitness and wellness program on
campus. Participation in regular physical activity generally maintains or improves physical and
mental well being. The center offers a variety of aerobic classes, a total conditioning class, mini-
screening, fitness walking program, and fitness assessments. Individual fitness assessment includes
tests for heart rate, blood pressure, weight, flexibility, cardiovascular endurance, body composition
and muscular endurance. Participants receive personal evaluation of their fitness levels along with
specific suggestions for developing a healthy lifestyle.
In conjunction with the University police the center also offers Rape Aggression Defense
(RAD), a women's self-defense course. Sessions are offered throughout the year and are taught by
trained and certified instructors.
University of Maryland Baltimore students may also use the athletic facilities at UMBC which
include both indoor and outdoor Olympic-size swimming pools, outdoor hard-surface tennis
courts and Nautilus weight-training equipment. A shuttle bus operates between the two campuses
Baltimore Student Union
Many campus-based student services are housed in the Baltimore Student Union. Administrative
offices include the Assistant Vice President for Student Affairs, Associate Dean of the Graduate
School, the Graduate School Admissions Office, Auxiliary Services Office, Housing Office,
Student Financial Aid, Records and Registration, the University Student Government Association
and the Graduate Student Government Association Offices, Student Services Office for Disabled
and International Students, Student Transportation Services and a Writing Clinic. In addition, the
Baltimore Student Union houses the University Bookstore, a deli, the Courtyard Cafe, a
commuter lounge with full-service vending, TV lounge, meeting room, an ATM machine, laundry
room and two floors of dormitorv rooms.
Parking and Transportation
On-campus parking is available to students. Commuters will first have to purchase a parking
permit ($1.00) which allows campus parking but does not guarantee a space. Commuters may
park in the Lexington Garage and Koesters Lot (Lexington and Pine Streets) at the current student
rate of $3.50 per day on a first-come, first-served basis.
Students who live in on-campus housing pay for parking by the semester or year and are guar-
anteed 24-hour parking in a garage adjacent to their residence facility. For more information about
parking on campus, write Parking and Commuter Services, University of Maryland Baltimore,
Baltimore, Maryland 21201 or call (410) 706-6603.
Students who live in the communities adjacent to UMB can use the caravan shuttle, which oper-
ates in the evenings year round. An intercampus shuttle provides transportation between the
University of Maryland Baltimore County (UMBC) and UMB. For schedules and information on
either of these shuttles call the Parking & Commuter Services Office at (410) 706-6603.
Public transportation makes the campus accessible by bus, subway and light rail. More than a
dozen MTA bus routes stop in the campus area. The Baltimore Metro (subway) runs from Charles
Center downtown to Owings Mills in northwestern Baltimore County. A light rail line offers service
with park-and-ride accommodations from Hunt Valley in northern Baltimore County to Glen
Burnie in Anne Arundel County. The UniversityCenter stop is located at Baltimore and Howard
Streets.
64 School of Medicine
School of Medicine Departments
Anatomy and Neurobiology
Professor and Chair
Michael T. Shipley, PhD
The brain is a major frontier in biological research. Significant progress has been made in recent
years in understanding the brain, from the level of molecular genetics and neural circuits to
behavior, the final product of neural activity. The Department of Anatomy & Neurobiology
focuses its energies investigating brain organization and function in medical, graduate and post-
doctoral education. An outstanding heavily funded faculty, modern well-equipped laboratories
and state-of-the-art instrumentation make this effort highly successful and internationally visible.
FACULTY RESEARCH INTERESTS
Major research efforts in the areas of developmental neurobiology, chemical senses and neural
networks have been added to existing strengths in cellular neurobiology and reproductive neuroen-
docrinology. A wide variety of research opportunities is made possible by extensive collaboration
among departmental faculty and neuroscientists in other departments and at other institutions.
Departmental faculty investigate questions from the molecular to the system level, from gene
expression through assembly and function of specialized cell-membrane domains to development,
function and plasticity of neuronal networks. Our faculty apply contemporary molecular, physio-
logical and anatomical techniques to these questions. Several laboratories use organotypic slice
cultures to investigate the development and function of neural networks.
UNDERGRADUATE MEDICAL PROGRAM
The medical educational goal of the Department of Anatomy & Neurobiology is to provide a basis
for understanding the development, structure and function of the human body. To this end,
anatomy & neurobiology faculty are major participants in two integrated teaching blocks, Blocks
II and VI, and have minor teaching involvement in Blocks IV and VII. Block II, Structure and
Development, combines gross human anatomy, microanatomy (histology), embryology, radiology,
surgery and physiology. In Block VI, Neurosciences, neuroanatomy is integrated with neurophys-
iology, neurochemistry, neurobiology and clinical neurology. In both blocks, lectures are correlated
with practical laboratory assignments. In this way, the student is provided with a comprehensive
treatment of the subject matter and has ample opportunity to learn its important clinical impli-
cations and research applications.
GRADUATE AND POSTDOCTORAL PROGRAMS
Graduate students are encouraged to investigate critical biological questions by applying a broad
range of experimental approaches. Graduate programs lead to the PhD or MD/PhD degrees. The
program of study is uniquely tailored to individual student needs to establish a foundation in
molecular and cellular biology with a minimum of required coursework. In addition, courses in
principles of neuroscience, developmental neurobiology, modern neuroanatomical methods, the
structure-function of membranes, ion channels, synaptic transmission, imaging, and reproductive
physiology and endocrinology are available as well as journal clubs in neuroscience, chemosensory
School of Medicine Departments 65
neurobiology, membrane biology and reproductive biology. New courses in the analysis of neural
networks and innovative mini-courses that focus on scientific writing and preparation of grant
applications to further prepare students to become competitive scientists are planned.
The department also has an NIH-funded postdoctoral training grant and attracts a high
number of outstanding postdoctoral fellows.
Anesthesiology
Martin Helrich Professor and Chair
M. Jane Matjasko, MD
The Department of Anesthesiology provides a required rotation for students during their junior
year (GSUR 531-01). This weeklong rotation includes clinical experience in the operating room
as well as didactic experience. Students receive instruction in basic airway, pharmacology and anes-
thetic techniques. A sub-internship rotation in the surgical intensive care unit and several month-
long similar electives are offered by the department. A brief description of each course follows:
SUB-INTERNSHIP (548-01)
The goal of this course is to provide the student with clinical experience in the evaluation and
management of critically ill patients, primarily, but not exclusively, surgical patients. The student
spends the majority of the time during this rotation working in the surgical intensive unit (SICU).
The student will participate in daily work and teaching rounds and have responsibility for the care
of assigned patients under the direction of the SICU physician team. Students admit patients to
the unit, perform history, physical and laboratory assessments, present patients on rounds and
provide ongoing care.
ANESTHESIOLOGY (ANES 541-01)
A month elective in anesthesiology providing active "hands-on" clinical participation to provide
broad insight into the practice of anesthesiology. Students learn how this specialty functions in
preoperative evaluation, intraoperative management and post anesthesia care as well as consulta-
tion services in pain management. Application of the basic sciences during anesthesia is also
presented.
NEURO/RESEARCH ELECTIVE (ANES 589-01)
A one month clinical elective in neurosurgical anesthesia. The student will spend time in the oper-
ating room with senior faculty and senior residents in caring for seriously ill neurosurgical patients.
Emphasis will be placed on pre-operative evaluation, intra-operative monitoring and post-opera-
tive care. The student may participate in ongoing clinical or basic science research under faculty
supervision.
PAIN MANAGEMENT CENTER (ANES 542-01)
This elective offers students broad exposure to strategies and techniques employed in pain
management. At the University of Maryland Pain Management Center, students will participate
in the evaluation and management of patients with chronic pain syndromes. Alternative therapies
(acupuncture and hypnosis) are often incorporated. Students also participate in daily morning
rounds on the Acute Pain Management Service. This consult assists in the management of hospi-
talized patients with particularly challenging post-operative use of opioids in pain management.
66 School of Medicine
GRADUATE PROGRAM
The program has a continuing commitment to the development of astute clinicians, avid
researchers, excellent graduate and undergraduate educators, and quality, compassionate patient
care. The department administers over 20,000 anesthetics per year.
The residency is accredited for the training continuum of three years. The diverse curriculum
permits candidates to fulfill the educational requirements for entrance to the American Board of
Anesthesiology examination system. Appointments are made at the CA-l/PGY-2 level. The
Clinical Base Year (CB/PGY-1) is arranged by the candidate.
Residency training consists of supervised daily instruction in the care of patients requiring
surgery, obstetric care, pain management, critical care services, and preadmission evaluation.
Experience is provided in postoperative care, resuscitation, respiratory and circulatory emergency
care, and ventilator management.
POSTGRADUATE FELLOWSHIP
Individuals may choose to complete subspecialty fellowship training (12 to 24 months) beyond
the three clinical anesthesia years. There are accredited fellowships in critical care medicine and
pain management, as well as advanced subspecialty fellowship training in pediatric anesthesiology,
cardiothoracic, neurosurgical, obstetrics, trauma, and research.
A fully accredited one-year fellowship program is available in anesthesiology critical care. The
curriculum includes nine months of critical care experience in the intensive care units at the
University of Maryland Medical Center and Shock Trauma Center, one month of echocardiog-
raphy, and two months of an elective.
Biochemistry and Molecular Biology
Professor and Chair
Giuseppe Inesi, MD, PhD
Biochemistry, including molecular biology and gene expression, seeks to understand the
phenomena of biology in terms of molecular structure and interaction. It permeates all of modern
biology and medicine and is a fundamental prerequisite to other medical sciences, particularly
pharmacology, microbiology, cell biology, pathology and the clinical sciences.
The teaching goal of the department is to present a concise but comprehensive lecture-confer-
ence course including as major subjects: proteins, enzymes, nucleic acids, intermediary metabo-
lism, energy production and utilization, chemical aspects of hormones, protein and nucleic acid
biosynthesis, with general reference to cell and molecular biology and genetics.
The Department of Biochemistry and Molecular Biology faculty is involved in teaching the
first-year blocks; Block IV-Cell and Molecular Biology, Block V-Neurosciences and Block VI-
Functional Systems.
UNDERGRADUATE MEDICAL PROGRAM
Cell and molecular biology courses are concentrated in a ten-week period in late fall of the
freshman year. Activities include plenary lectures, small group conferences with problem-based
learning, independent studies and a series of correlative medicine sessions to demonstrate the
application of biochemistry to the understanding of human disorders.
GRADUATE PROGRAMS
The Department of Biochemistry and Molecular Biology also offers PhD programs, and a
MD/PhD program. Classroom teaching for graduate students includes courses in introductory
biochemistry and molecular biology, proteins and enzymes, biochemistry seminar, muscle:
School of Medicine Departments 67
contractility and excitation-contracting coupling and advanced molecular biology. In addition,
several professors are available as advisors for fulfillment of experimental theses in funded research
laboratories.
Students interested in biochemistry and cell and molecular biology are encouraged to contact
individual faculty members about opportunities for part-time or summer research. Limited funds
have been made available to support part-time research assistants.
FACULTY RESEARCH INTERESTS
Research interests within the Department of Biochemistry and Molecular Biology are numerous
and include studies in membrane transport and membrane biochemistry, eukaryotic and prokary-
otic molecular biology, virus assembly, enzymology, fluorescence and NMR spectroscopy, Ca21
regulation mechanisms, receptor mechanisms, hemoglobin biochemistry, as well as many others.
In addition to the individual research programs of the faculty, the department is widely recognized
for its Center of Fluorescence Spectroscopy, under the direction of Dr. Lakowicz; the NIH
Program Project on regulation of Ca21 in muscle, under the direction of Dr. Inesi; and the NIH
Program Project on Hemoglobin Substituents, directed by Dr. Bucci.
Dermatology
Professor and Acting Chair
Joseph W. Burnett, MD
Dermatology faculty teach in the first-year Structure and Development block and in the second-
year Immunology, Host Defenses and Pathophysiology and Therapeutics blocks. During the
ambulatory block of the third year medicine students rotation, all students attend eight half-day
sessions in the clinic.
DERM 541. Dermatology Elective. Dermatology may be taken as an elective during the fourth
year. Students work together with the dermatology residents and attending physicians in the diagnosis
and treatment of a large number of patients with cutaneous disorders. Emphasis is placed on devel-
oping proficiency in dermatologic examination and description. Students actively participate in grand
rounds, daily seminars and the weekly journal club. They also attend the clinical sessions of the
Maryland Dermatological Society. A brief oral presentation and short final examination are required.
GRADUATE PROGRAM
The University of Maryland has a three-year residency program in dermatology which stresses
both the clinical and research aspects of this specialty. One year of internship in a primary care
field is required. The usual conferences in a dermatology program, such as pathology, mycology,
immunology and allergy, basic sciences, journal club, radiation therapy, pharmacology and clinical
textbook review, are included in the program.
DERMATOLOGY RESIDENCY PROGRAM
The University of Maryland has a three-year accredited program in Dermatology, which stresses
both the clinical and research aspects of the specialty. Each house officer will be assigned his/her
own patients during this time, and will average at lease 1 5 patients individually per day. We have
the largest clinic in the area and have affiliations with the adjacent Veteran's Administration
Medical Center. Our program offers a cooperative attending staff, a large number of patient
encounters, excellent facilities, and a clinic experience where you see your own follow-up patients
68 School of Medicine
over an extended time. A good dermatologist requires knowledge of the progress of the therapy of
chronic disorders. This knowledge can only be obtained by following patients for months to years.
There are one or two residency positions available each year.
CONFERENCES
The didactic training sessions are conducted by the faculty, selected by the residents and regulated
by the resident staff. Conferences, including pathology (unknowns and test review), immunology
and allergy, basic sciences, mycology, journal club, pharmacology unknown kodachromes and clin-
ical text reviews are included in our program.
CLINICAL DERMATOLOGY
The clinics at the University of Maryland Medical Center and the Baltimore Veterans Affairs
Medical Center meet in the mornings and afternoons respectively. All of the patients are under
residents' care with monitoring by chief residents and/or attending staff. The fact that residents
attend these clinics daily and have primary responsibility for the patients over the course of three
years is unique in American dermatological training programs. Every afternoon, one resident
serves as in-hospital consultant. Every morning, one resident runs a busy phototherapy unit at the
VA. Surgical clinic meets weekly.
RESEARCH
Research experience is available at the University of Maryland dermatology service. Residents are
required to participate in a project during their residency years. Adequate funds for supplies and
technical help are in place. Any research proposal requiring the guidance of faculty in another
department can be pursued in the laboratories of those departments within the medical complex.
SURGERY
The dermatological surgery experience is excellent. "Hands on" procedural instruction is routine.
The Department of Dermatology has a full-time Mohs' surgeon and an excellent surgical confer-
ence schedule.
ELECTIVES
Elective time to pursue students' own interests with dermatology or other related fields has been
made available for senior residents. This has been usually taken during the winter months, in such
fields as pathology, immunofluorescence diagnoses, phototherapy or dermatological surgery.
STUDENT ELECTIVES/FELLOWSHIPS
We do not offer surgical or other types of fellowships. While we do not offer research positions or
research electives, we do offer a clinical elective for 4th year students who have completed their
internal medicine rotation. The elective is very popular, and priority is given to University of
Maryland students. Interested students from other institutions should apply to the University of
Maryland Office of Student Affairs with several months notice.
APPLICATION PROCESS
Applications will be accepted THROUGH ERAS ONLY. The deadline for completed applications
is December 1 of each year. Interviews are held in January by invitation only. We participate in the
NRMP match. We will accept applications from individuals who have completed more than one
postgraduate training year. Please address questions to the residency coordinator at (410) 328-5766.
School of Medicine Departments 69
Diagnostic Radiology
Professor and Chair
Philip A. Templeton, MD
Since German physicist Wilhelm Conrad Roentgen discovered the x-ray in 1895, radiology has
become an integral part of our healthcare delivery system. With advances in technology, radiologic
studies now establish or verify the diagnosis in three out of four cases of organic disease. The devel-
opment and integration of nuclear medicine, ultrasonography, computed tomography and
magnetic resonance imaging (MRI), has provided diagnostic imaging with an even more central
role in diagnosis and selected (interventional) therapeutic procedures. The radiology department
at the University of Maryland has state-of-the-art facilities and cutting-edge technologies, making
it one of the most sophisticated in the world.
RESEARCH INTERESTS
Clinical research is the main focus of departmental research activity. Multiple divisions within the
department are pursuing a wide variety of research in state-of-the-art technologies such as spiral
CT, MR imaging, SPECT and PET imaging, teleradiology, and picture-archiving and communi-
cations system (PACS). The department was among the first in the nation to obtain CT fluo-
roscopy and portable CT. Specific projects include the evaluation of interventional and
non-interventional applications of CT fluoroscopy, assessment of MR pulse sequences to improve
diagnosis, use of spiral CT to decrease the intravenous contrast dose, and a comparison of the
quality of conventional and PACS images. A complete computed radiography and PACS system
is installed in University of Maryland Medical Center and the Baltimore VA Medical Center.
The department is organized into the subspecialty sections of abdominal imaging, angiog-
raphy/interventional radiology, breast imaging, chest radiology, musculoskeletal radiology, neuro-
radiology, nuclear medicine, pediatric radiology, trauma radiology and ultrasonography. The
subspecialty organization and multiple interdepartmental conferences facilitate collaboration with
diverse clinical specialties. Current projects include cooperative studies with physicians in the
Greenebaum Cancer Center, MR evaluation of renal-pancreas transplants, CT assessment of
patients undergoing lung volume reduction surgery, and preoperative local staging of breast cancer
with MRI and ultrasound. Other projects are underway in cooperation with MIEMSS physicians,
evaluating the usefulness of CT and MRI in the diagnosis of multiple visceral and skeletal trauma,
particularly involving the pelvis and acetabuli. Multiple cooperative cardiovascular nuclear medi-
cine studies are progressing with the Department of Medicine's Division of Cardiology. In addi-
tion, a national training program for mammographers in practice is being developed.
UNDERGRADUATE MEDICAL PROGRAM
The Department of Diagonstic Radiology offers the medical student an opportunity to acquire a
broad base of knowledge related to imaging in almost all aspects of medicine. Formal instruction
begins during anatomy in the first year and pathology in the second year. During the third or
fourth year, students may elect to take the basic radiology course (RADI 540). The curriculum is
supplemented with small group case discussions with the faculty and contact through interde-
partmental rounds and conferences involving radiology during clinical rotations.
THIRD OR FOURTH YEARS BASIC RADIOLOGY ELECTIVE, RADI 540
Small groups of students are assigned for a period of four weeks to the radiology department.
Groups are subdivided to allow individual instruction as the student rotates through a series of
observation periods in selected subspecialties within the department. Students also receive an
70 School of Medicine
introduction to the Department of RadiationOncology. Reading assignments, slide-tape exercises,
a student teaching file and seminars form the core of the learning experience. Students attend
departmental conferences and joint conferences with other departments.
THIRD AND FOURTH YEARS SUBSPECIALTY RADIOLOGY ELECTIVE
Students learn more about appropriate use of diagnostic imaging and interpreting images. The
curriculum is flexible, tailored to the needs of the student's career choice. Students are expected
to investigate a small aspect of imaging within their area of interest and make a short presenta-
tion to the faculty and residents. This presentation and overall performance, as evaluated by the
curriculum supervisor, serve as the evaluation criteria for this elective. Students are given the
opportunity (in all sections) to perform clinical and/or lab research, correlate imaging evalua-
tions, do statistical analysis, run literature reviews, etc.
GRADUATE PROGRAM
A four-year residency is offered in diagnostic radiology at the University of Maryland Medical
System. Fellowships are offered in computed body tomography/ultrasonography/MRI, interven-
tional and vascular radiology, neuroradiology, critical care trauma, musculoskeletal radiology,
women's imaging, nuclear medicine and chest radiology.
Epidemiology and Preventive Medicine
Professor and Chair
J. Glenn Morris, Jr., MD, MPH & TM
Modern epidemiology is a biomedical discipline at the interface of clinical practice and basic
medical science. Preparation for the practice of medicine requires knowledge not only of clinical
medicine and basic medical science, but also epidemiology, research methods, biostatistics and
social science.
The department is engaged in teaching, research and service across the spectrum of public
health and preventive medicine. The faculty has expertise in clinical epidemiology, biostatistics,
environmental and occupational medicine, clinical preventive medicine, health services research,
aging, behavioral sciences, international health, women's health and clinical research methods.
Departmental courses, seminars, journal club, clinical assignments and supervised research expe-
riences are offered to enhance the physician's capabilities in these areas of increasing importance to
clinical medicine. Interdisciplinary relationships have been formed with other departments and
clinics within the University of Maryland Medical Center and throughout the region.
The department introduces principles of epidemiology and biostatistics, clinical research
methods, occupational and environmental medicine and, organization of the health care system in
the second year, and shows their application to clinical medicine in the third and fourth years of
the medical school curriculum.
MD/PhD students can elect to pursue their PhD degree in epidemiology. Another option for
medical students interested in epidemiology and preventive medicine is a combined MD/MS degree.
The department sponsors an ACGME approved two-year residency program leading to board
certification in preventive medicine. The program prepares physicians for positions in federal
health agencies, state health departments, hospitals, medical schools, public health institutes and
industry, as well as for the practice of clinical preventive medicine.
Many of the graduate courses, tutorials and research experiences are available to medical students
during their elective periods. Students are welcome at departmental seminars listed in the academic
calendar and at the journal club which is scheduled each week throughout the academic year.
School of Medicine Departments 71
Community service activities of the department are carried out in health planning, research and
evaluation through active collaboration with hospital clinics, health departments, governmental
agencies and voluntary organizations concerned with public health problems.
RESEARCH INTERESTS
Department research activities cover a broad range of faculty interests. Clinical and community
intervention studies are directed toward the causes and prevention of major chronic diseases.
Environmental and genetic risk factors associated with disability are an area of active research.
Research on hip replacement outcomes, as well as treatment of Lyme disease, exemplifies increased
attention to the study of medical care effectiveness and outcomes. Behavioral change research,
particularly smoking cessation and diet modification, focuses on establishing and maintaining a
healthy life style. The department's program of international health has a research project on viral
hepatitis in Egypt and investigates the prevention and control of infectious and tropical diseases
in other parts of the world. Women's health throughout the life cycle has become a recent research
concentration; musculoskeletal and reproductive health are of particular interest.
UNDERGRADUATE MEDICAL PROGRAM
Second Year
Biostatistical and epidemiological methods, principles of occupational and environmental medi-
cine and organization of the health care system are integrated into the blocks of systems-oriented
instruction in the second year. The emphasis is on providing practitioners with the tools necessary
to evaluate the scientific medical literature critically regarding issues such as disease etiology and
diagnostic testing, as well as preventive and therapeutic interventions. These concepts are intro-
duced in lectures and applied in exercises in small-group sessions. The exercises complement
systems-related material introduced by other disciplines and relate to research papers which
address clinically relevant issues.
Clinical Years
The applications of preventive medicine to clinical practice are presented in the junior-year ambu-
latory and clinical preventive medicine combined rotation. Emphasis is placed on the important
role of the physician in health promotion and disease prevention. Sessions focus on risk factors for
the leading causes of death and disability in the United States and on important issues in health
care policy affecting physicians and their patients. Students also present patient management cases.
In the senior year, each student conducts research at an assigned clinical site during the ambula-
tory care rotation.
Electives
Elective opportunities are available for medical students, including tutorials with selected faculty
members, supervised research experiences and field experience. Among current offerings are the
following:
PREV 541. Introduction to Public Health Practice
PREV 542. Tropical Medicine and International Health
PREV 543. Clinical Practice in Occupational Health
PREV 544. Occupational Health Hazard Investigation Field Experience
PREV 545. Health Problems in Developing Countries
PREV 546. Occupational Respiratory Healthy Hazard Investigational Field Experience
PREV 547. Migrant Health Field Experience
PREV 550. Practical Experience in State-wide Surveillance of Lyme Disease and Ehrlichiosis
PREV 551. Research in Occupational Health
PREV 589/599. Research in Epidemiology and Preventive Medicine
72 School of Medicine
SUMMER FELLOWSHIPS
Summer fellowships in preventive medicine are available to a limited number of students. Each
student works closely with a faculty member and undertakes a research project in some aspect of
preventive medicine or epidemiology. Students also participate in departmental seminars, journal
club and workshops that enhance interaction with faculty members, residents and other students.
Elective credit may be given upon completion of project requirements.
GRADUATE AND POSTGRADUATE STUDIES
The departments graduate program consists of a PhD in epidemiology and an MS in epidemiology
and preventive medicine, as well as the MD/PhD and MD/MS combined degrees available to
medical students. Work toward the PhD in the combined MD/PhD degree program will normally
occupy at least three years between the second and third years of medical school. Contact the
MD/PhD program office [(410) 706-3990)] for information about stipends. The combined
MD/MS degree may require one year in addition to the usual four-year medical school curriculum
which also satisfies one year of the requirements for board certification in preventive medicine.
The department has a postgraduate two-year residency program in preventive medicine leading
to eligibility for certification by the American Board of Preventive Medicine. The residency
provides a variety of individually planned opportunities for advanced study and practice in
epidemiology, biostatistics, computer science, health care administration, gerontology and occu-
pational health. Components of the residency program include required and elective graduate-
level courses, a variety of seminars, journal club and workshops, supervised research experiences
and field placements in public health or research settings. Course work leads to a Master of Science
degree in epidemiology and preventive medicine.
In cooperation with the Departments of Medicine, Pediatrics, Family Medicine and other clin-
ical departments, combined residency programs may be arranged for qualified applicants leading
to board-eligibility in both preventive medicine and a clinical specialty.
School of Medicine Departments 73
Family Medicine
Professor and Chair
Herbert L. Muncie Jr., MD
The Department of Family Medicine educates family physicians to render high-quality medical care
to individual patients and families of all ages in a continuous and comprehensive manner. Family
physicians are responsible for patient care at the point of entry into the health care system; providers
or coordinators of health care at the secondary and long-term care phases of illness; and coordina-
tors of tertiary care.
The department offers educational experiences in family medicine for students at the University
Family Medicine office, on the Family Practice Inpatient Service, and through an interdisciplinary,
longitudinal educational program that is guided by a staff of experienced family physicians.
Moreover, students may participate in community health services, supervised practice experiences
and health care research.
Within the discipline of family medicine, several areas are emphasized. The department
provides regular house calls for 50 frail, homebound elderly in the city. The department has a divi-
sion of behavioral medicine that further integrates the teaching of basic science, clinical medicine
and the psychosocial aspects of health care. The division assists in the education of substance
abuse, training issues related to family violence and abuse, and common mental health conditions
seen in family medicine, such as anxiety and depression.
The department has a Program in Complementary Medicine as part of the Lang
Complementary Medicine Project. This is a research oriented project that examines the effective-
ness of acupuncture, homeopathy and other complementary medicine techniques in medical care
with an additional component of education and clinical care. The program has a full-time faculty
acupuncturist and conducts an annual seminar series on complementary medicine.
The department has developed an active sports medicine division. Family medicine physicians
participate in the care of the Baltimore Ravens, University of Maryland Terrapins and the Coppin
State athletes. A fellowship in primary care sports medicine is available.
The department has a major focus on providing health care to underserved patients and
communities, involving community outreach and disease prevention.
RESEARCH INTERESTS
The research efforts of the Department of Family Medicine reflect the broad interests of the
department's faculty. Current projects, which are clinically oriented and relate to current medical
problems, range from epidemiologic studies to evaluations of specific therapies. The department
has a strong interest in health promotion and nutrition, especially as they relate to the family and
the elderly. The department concentrates on investigating ways to improve community health.
Collaborative efforts with other departments involve investigations into health promotion,
screening for HPV infections and the management of the abnormal PAP smear. During their last
year of training, all family medicine residents are required to complete a research project and to
present their results at the Annual Family Medicine Residents' Research Day. The department
faculty, fellows and residents present their research at national meetings, and in journals, books
and other publications.
UNDERGRADUATE MEDICAL PROGRAM
Minimester Electives. During the summer months, students may elect to spend time in the office
of a selected family physician in order to observe the varied professional activities of a physician
practicing in the community. During preceptorship experiences, students may participate in direct
patient care or primary health care research.
74 School of Medicine
Family Care Track Program. The Family Care Track (FCT) is an elective undergraduate experi-
ence designed to teach medical students the principles of family medicine with a focus on the
urban, poor, multi-problem family. It provides a continuous clinical experience through all four
undergraduate years. Students are assigned to follow families over the first two years in the depart-
ment's Family Practice Centers. The families are selected to provide exposure to obstetric, pediatric
and geriatric care, and to family dysfunction. Supervision is provided to the individual student and
through the use of small group integration seminars for case discussion. The students also are
required to complete a community medicine seminar series, a social services preceptorship, a needs
assessment, a community project and a four-week clinical preceptorship in sites, including some
located in health-professional shortage areas.
Up to 40 students are selected each year from the freshman Longitudinal Elective in Family
Medicine to participate in the FCT program. Credits for this elective include four weeks of senior
elective credit at the completion of the program.
Longitudinal Ambulatory. The longitudinal ambulatory clerkship is designed to: 1) give students
a longitudinal experience in primary care, 2) help the student integrate the management of patient
problems through the continuum of initial presentation, outpatient and inpatient clinical medicine,
and 3) allow the student to have an extended interaction with a primary care physician for role
modeling purposes. Students spend one afternoon every other week with a primary care physician
(pediatrician, family practitioner or general internist) during their junior year of medical school.
Third-Year Family Medicine Clerkship. The family medicine clerkship focuses on the guiding
principles of family medicine: continuity and coordination of care, comprehensiveness, commu-
nity, prevention, and family. Students spend four weeks in a family medicine practice in either an
urban or suburban locale. Each Friday during the clerkship students meet at the Department of
Family Medicine for a series of lectures on the family life cycle and to research, evaluate, and
present case studies/patients.
Senior Elective in Family Practice. In this elective, students work with a community family
physician preceptor. They have the opportunity, under supervision, to manage problems typical of
a busy practice, ranging from obstetrics to geriatrics. There is ample opportunity to be involved in
coordinating continuous care of patients over a four-to six-week period. Students begin to under-
stand the patient in relation to family, job and environment. Furthermore, the student observes
the role of the physician in society, the social and civic obligations and responsibilities to the
patient. Site options range from urban health manpower shortage sites to rural private practice. In
these varied settings, students are expected to conduct a limited clinical investigation, using data
collected in the practice, and to attend weekly Alcoholics Anonymous or Al-Anon meetings in the
community.
Senior Sub-Internship in Family Practice. The Department of Family Medicine offers an eight-
week internship to senior students. This is an extensive inpatient experience utilizing the family
medicine inpatient service. Variety is a major attraction as the patients' needs range from newborn
care and obstetrics to adult general medical and geriatric care. The student is exposed to the family
practice approach to inpatient care with an emphasis on interdisciplinary, comprehensive and
continuous care and participates in night and weekend call. Students may choose to accomplish
the rotation at University of Maryland Medical Center or Union Memorial Hospital. The rotation
at Union Memorial is primarily an internal medicine experience.
Senior Ambulatory Clerkship in Family Practice. Students may select University Family
Practice as an option in the required Senior Ambulatory Course. This eight-week rotation exposes
students to the clinical practice of the Department of Family Medicine residency program. In this
School of Medicine Departments 75
setting, students are scheduled to see patients daily in the University Family Practice Center, work
with a variety of preceptors from the Department of Family Medicine and participate in didactic
sessions. This ambulatory experience is designed to expose students to the principles and practice
of family medicine.
GRADUATE MEDICAL PROGRAM
The University of Maryland's approved three-year residency in family practice is one of the oldest
in the nation. Approximately 30 residents are enrolled in a three-year program. The program's goal
is to provide comprehensive training in the specialty, utilizing the latest information and educa-
tional methods. Resident training takes place both at University of Maryland Medical Center,
where the expertise of faculty in all specialties can be utilized, and in several community hospitals
where the residents are exposed to a wide variety of patient problems. Flexibility is maintained
through the availability of electives in order to accommodate specific needs of the trainee.
Although the majority of graduates are actively engaged in family practice in rural, suburban and
urban areas, a significant number are pursuing academic careers.
Medical and Research Technology
Professor and Chair
Denise M. Harmening, Ph.D.
The department currently offers a Bachelor's of Science degree with a concentration in either Medical
Technology (Clinical Laboratory Science) or Biomedical Science Research (Biotechnology). These
programs combine the strengths of a major research university with the benefits of small classes and
a high faculty-to-student ratio. As a component of a large academic health center, the Department
of Medical and Research Technology affords students unusual opportunities to participate in a stim-
ulating educational environment while gaining practical experience in clinical laboratory science and
biotechnology through clinical rotations and externships in industry.
Medical technology (clinical laboratory science) provides information crucial to the diagnosis
and prevention of disease, the management of patient therapy and maintenance of health. Medical
technologists are involved in performing laboratory procedures ranging from identification of
microorganisms to analysis of body fluids, and providing blood for emergency transfusion.
Biomedical science focuses upon the discovery, development and production of diagnostic prod-
ucts and biopharmaceuticals. The biotechnologist uses skills in molecular and cellular biology,
immunology, protein chemistry and microbial fermentation to produce reagents and products
used in industry, medicine, and in basic and applied research.
Students transfer into the program in their junior year following the completion of 60 credit
hours of prerequisite coursework at a regionally accredited community college or university of
their choice. Those attending two-year institutions may transfer directly to the Department of
Medical and Research Technology. Most students complete the professional curriculum in two
years; however, a three-year, part-time option is available for non-traditional students. To promote
the departmental philosophy of life-long learning, all students participate in a formalized student
professional development program.
Students completing the medical technology program are eligible for certification from national
agencies such as the American Society for Clinical Pathologists, MT(ASCP) and the National
Certifying Agency, CLS(NCA). The medical technology concentration of study fulfills require-
ments set forth by the National Accrediting Agency for Clinical Laboratory Sciences, and the
department has received a full seven-year accreditation. Students completing the Biomedical
Science Research Track are eligible for certification from the National Accrediting Agency as a
specialist in Molecular Biology [CLSp(MB)].
76 School of Medicine
The department has successfully developed a minority outreach program that has contributed
to one of the highest percentages of minority enrollment in a science-based curriculum at a
majority institution. In addition, a post-baccalaureate certificate program is offered during the day
for those individuals who have a bachelor's degree and seek certification in one of the specialty
areas of the clinical laboratory, such as chemistry, hematology, microbiology, and immunohema-
tology.
GRADUATE EDUCATION
The department also offers a Master of Science degree in Medical and Research Technology in
which students may enroll in either the biomedical science research track or the laboratory
management track. The graduate program is designed to provide advanced technological, mana-
gerial, and research skills to students with a BS degree in clinical laboratory science, biomedical
science research, or other science-related fields. Laboratory management track students must
complete a Laboratory Management Practicum that includes submission of a management dossier
containing a professional paper written by the student. One-year of professional work experience
is required for acceptance into the laboratory management track. Students in the biomedical
science research track must complete a thesis.
CLINICAL AFFILIATIONS
During the final component of the program, students in the medical technology track complete
clinical practice courses in four specialty areas: hematology, blood banking, microbiology, and clin-
ical chemistry. The department is affiliated with clinical facilities in the Baltimore-Washington
area. Clinical facilities include university-based and community hospitals, as well as independent
laboratories, located throughout the Mid-Atlantic region.
RESEARCH AFFILIATIONS
The biomedical science research concentration requires students to complete five months of
externships which may be undertaken in an academic research laboratory or in industry.
Externship sites are located predominantly in the Rockville/Gaithersburg research corridor.
The number and variety of clinical and research sites are assets that set apart from others the
University of Maryland School of Medicine's medical technology and biomedical science research
programs, and allow students to experience several different work settings.
For additional information contact:
Academic Coordinator
Department of Medical and Research Technology
University of Maryland School of Medicine
Allied Health Building, Room 440-B
100 Penn Street
Baltimore, Maryland 21201
(410) 706-7664
School of Medicine Departments 77
Medicine
Theodore E. Woodward Professor and Chair
William L. Henrich, MD
The Department of Medicine, or internal medicine as it is called in some schools, teaches the body
of medical knowledge that enables one to diagnose and treat the illnesses of adults primarily with
medicines rather than with operations.
The practitioner of internal medicine is usually called an internist, but he or she may be referred
to by the title physician, in the specialized use of the word, which can also be applied to any
medical doctor. An internist may be a cardiologist, an endocrinologist, a gastroenterologist, a
rheumatologist or a practitioner in one of the dozen or so specialties of internal medicine. But the
internist always remains the physician (or the diagnostician as internists were called in former
times) whose special competence is solving difficult diagnostic problems and personally applying
or obtaining from a colleague the best treatment available.
The term internal medicine, which derives from the German Innere Medizin, was first used
during the nineteenth century when many American physicians traveled to Germany and Austria
for training in what were then the leading clinics and medical laboratories. According to one
medical historian, "Within a decade or so after 1880, internal medicine was differentiated from
ordinary clinical medicine, the simple natural history of disease, by emphasizing that it was based
on experimental work in physiology and physiochemistry." Internists have always required special
training to acquire their knowledge and skills and have continuously shown a particular interest
in the scientific basis of clinical work.
Educating medical practitioners for the state and the nation is the principal training responsi-
bility of the faculty of the Department of Medicine, but they also seek to develop in some students
a desire to make useful discoveries through basic or applied research. Fundamental advances in the
causes and treatment of disease have often been made by internists, for example, the work on
cholesterol metabolism which in 1985 brought the Nobel Prize in Medicine and Physiology to two
internists, one a gastroenterologist and the other a geneticist. In keeping with this traditional devo-
tion to the value of research, the Department of Medicine provides many opportunities for
students to participate in research and strongly encourages all who may have an interest to expe-
rience laboratory work with investigators.
UNDERGRADUATE COURSES
First and Second Years
The Department of Medicine faculty teach in the first-year Neurosciences and Functional Systems
blocks, and in the second-year Pathophysiology and Therapeutics, and Immunology, Host
Defenses, Infectious Disease, Epidemiology and Preventive Medicine blocks.
Second Year
PDIA 520. History and Physical Examination. Eliciting an accurate story of the patient's
complaints (the history) and detecting abnormal findings by physical examination constitute the
fundamental skills of every physician. To acquire these abilities, students attend introductory
lectures from members of the faculty; afterwards, groups of two students meet weekly with instruc-
tors in one of the University of Maryland's teaching hospitals. The students interview and examine
patients with a wide variety of illnesses and then discuss the findings with their teacher who corre-
lates the observations with pathophysiological abnormalities being studied in basic science courses.
The course also includes small group sessions with instructors from neurology, pediatrics and
psychiatry. This will be incorporated into the Introduction to Clinical Practice block given longi-
tudinally in the sophomore year.
78 School of Medicine
Third Year
MEDC 530. Clinical Clerkship. This is the fundamental course in internal medicine for medical
students. The clerkship lasts 12 weeks with eight weeks of inpatient internal medicine and four
weeks of ambulatory internal medicine. For eight weeks, the students work with the medical teams
caring for inpatients at two of the department's three primary teaching hospitals: University of
Maryland Medical Center and the Baltimore Veterans Affairs and Mercy Medical Centers.
Students join the interns, residents, and nurses for work rounds at 7:00 a.m. and participate in
daily rounds with their attending physician from the faculty at 9:00 a.m. Conferences are held
daily; some are case-based sessions facilitated by members of the faculty and are designed to teach
problem solving ability. During other sessions, students join the residents and faculty at medical
grand rounds, morbidity and mortality, and ambulatory conference. During the afternoons and
evenings, clerks participate in the team's care of patients. Time is spent obtaining histories,
performing physical examinations, obtaining and evaluating other aspects of the patient's database,
and developing diagnosis and treatment programs with the residents and faculty. During the four
weeks of ambulatory medicine, students are assigned to one of several university-based or commu-
nity sites. The goal of this rotation is to introduce students to the basic concepts of ambulatory
medicine. These include problem focused assessments, decisions about urgency and principles of
access and continuity of care. Students may spend time in acute walk-in clinics, general medicine
and primary care clinics, as well as selected subspecialty clinics.
Fourth Year
MEDC 548. Student Internship (Subinternship in Medicine). The student internship in internal
medicine occupies four weeks, all of which must be spent on the general medical services at the
University of Maryland Medical Center, Baltimore Veterans Affairs or Mercy Medical Centers.
Student interns work as if they were graduate physicians but under the close supervision of the
resident and attending physician. Subinterns are on-call in the hospital with their resident physi-
cians one out of four nights. The amount of responsibility delegated to subinterns depends upon
the extent of each student's knowledge, dedication and maturity. Successful completion of a subin-
ternship in medicine prepares students particularly well for graduate internships.
Laboratory and Clinical Research Electives. The faculty of the Department of Medicine
strongly encourages all students to join them on a full-time or part-time basis to participate in
research projects being conducted in the department. This experience may be scheduled at most
times of the year. Students with an interest in investigation should talk with members of the
faculty or the chair about the many opportunities available in the Department of Medicine.
GRADUATE PROGRAM
Residency Training. Training in internal medicine continues after graduation from medical
school in the department's residency program. Approximately 35-40 graduates from leading
medical schools are appointed to first year residency positions on a competitive basis. Residents
receive their training at University of Maryland Medical Center and the Baltimore Veterans Affairs
and Mercy Medical Centers in addition to numerous ambulatory sites. Most first year residents
continue their training in internal medicine for an additional two years, thus becoming eligible for
certification as diplomats of the American Board of Internal Medicine. A four-year medicine-pedi-
atrics track is available to individuals interested in certification in both specialties. Also, five-year
tracks in medicine-emergency medicine and medicine-neurology are available. All residents receive
intense clinical training in primary care and the medical subspecialties in a variety of ambulatory
and inpatient settings under close guidance of the department's faculty. While completing the
broad core curriculum, residents have the opportunity to explore clinical and basic science research
areas or engage in individualized electives. Residents are expected to develop their leadership,
teaching and professional skills while gaining expertise in the vast expanse of internal medicine.
School of Medicine Departments 79
Division of Cardiology
Professor and Head
C. William Balke, M.D.
UNDERGRADUATE COURSES
First and Second Years
Selective lectures are given on cardiology topics as part of the Cell and Molecular Biology,
Functional Systems and Pathophysiology and Therapeutics courses. Cardiac physical diagnosis is
taught in lecture and in small groups incorporating normal subjects and patients with abnormal
findings.
Fourth Year
CARD 541-01. Clinical Cardiology Elective. Students are given the opportunity to actively
participate in patient evaluation and management recommendations on the consultative services
at either University of Maryland Medical Center or the Baltimore Veterans Affairs Medical Center,
working closely with a cardiology fellow and attending cardiologist. Skills in electrocardiographic
interpretation are taught at sessions three times a week specifically directed to senior medical
students. The rotation includes the opportunity for the student to observe both invasive and non-
invasive cardiology techniques.
Numerous conferences are held weekly within the cardiology division and student attendance
is encouraged. Specific conferences of interest to the students include EKG interpretation,
echocardiographic interpretation, clinical cardiology and cardiology grand rounds.
POST GRADUATE PROGRAM
The Division of Cardiology offers a three year clinical fellowship with additional training available
in interventional cardiology and electrophysiology. Clinical fellows develop skills in echocardiog-
raphy, electrocardiography, exercise testing, nuclear cardiology and diagnostic catheterization.
Patient management and consultations skills are emphasized. Fellows are encouraged to participate
in clinical and basic science research projects.
Division of Endocrinology, Diabetes and Nutrition
Professor and Head
Alan R. Shuldiner, MD
UNDERGRADUATE COURSES
2nd-4th years
Research fellowships during the summer (8-10 weeks) and part-time and full-time during the
school year are offered for students interested in intensive basic and/or clinical research. Students
are matched with a faculty member based on their research interests. Ongoing basic research inter-
ests of the division's faculty members include molecular genetics of type 2 diabetes, obesity, hyper-
tension, osteoporosis and thyroid disease, molecular mechanisms of insulin resistance, pancreatic
beta-cell ontogeny, growth and maintenance, functional genomics of adipose tissue, and structure-
function relationships of cysteine knot growth factors including thyroid stimulating hormone.
Clinical research interests include genetic control of energy expenditure, glucose metabolism and
insulin secretion in humans with type 2 diabetes and obesity, pharmacogenetics, prevention and
treatment of macrovascular and microvascular complication of diabetes, growth hormone defi-
ciency in adults, as well as clinical trials of agents to manage diabetes, obesity and their complica-
80 School of Medicine
tions. Students receive didactic teaching in the molecular, cellular and pathophysiological basis of
endocrine disorders and diabetes and participate in weekly grand rounds, clinical conferences,
research seminars and journal and data presentation sessions.
Second Year
PATH 520. In the second semester an intensive two-week course is given in collaboration with the
departments of pathology, pharmacology, pediatrics and ob-gyn. The course emphasizes the
pathophysiologic basis for clinical disturbances of endocrine functions.
Fourth Year
ENDO 541. Clinical Endocrinology and Diabetes Elective. Seniors are provided a broad clinical
experience through a four- week concentrated period of training devoted to a study of patients with
clinical disorders of endocrine function. Students are involved in the day-to-day diagnostic evalu-
ation and management of both hospitalized patients and outpatients, and participate in weekly
clinics (general endocrinology, diabetes, thyroid cancer, hypertension, bone) under the direct
supervision of staff members. The pathophysiologic basis for diagnostic and management aspects
is presented at daily rounds and at weekly in-depth clinical conferences, research seminars, grand
rounds and journal club. A separate elective of 8-12 weeks available to interested students who
may desire a longer period of training and/or who wish to pursue a clinical or laboratory research
project in depth.
Clinical Endocrinology and Diabetes Rotation (Residents)
Full-time or part-time positions are available for selected candidates who have usually completed
one or more years of house officer training. The purpose of this rotation is for residents to gain an
in-depth understanding of the pathophysiology of endocrine disorders and diabetes, and to gain
hands-on experience in diagnosing and treating these disorders. The resident will work closely
with the fellow and attending physician, and will consult in both ambulatory and hospital settings
to obtain a broad exposure and experience in diagnosis and treatment of endocrinopathies
(thyroid, parathyroid, neuroendocrine, adrenal, bone, reproductive, pediatric). Extensive training
in the diagnosis and treatment of diabetes and its complications is provided at the University of
Maryland Joslin Diabetes Center, including inpatient rotations through the renal and pancreas
transplantation services. Didactic sessions include weekly grand rounds, clinical conferences,
research seminars, and journal and data presentation sessions. Residents also have the opportunity
to become engaged in basic or clinical research.
Postgraduate Fellowships (Clinical Endocrinology and Research)
Full-time positions are available to selected candidates with MD degrees who have usually
completed two or more years of house officer training. Broad clinical inpatient and outpatient
activities are designed for subspecialty board preparation. Applications and interviews are required.
Competitive stipends are offered. Fellows consult in both ambulatory and hospital settings to
obtain a broad exposure and experience in diagnosis and treatment of endocrinopathies (thyroid,
parathyroid, neuroendocrine, adrenal, bone, reproductive, pediatric endocrine). Extensive training
in the diagnosis and treatment of diabetes and its complications is provided at the Joslin Diabetes
Center, including inpatient rotations through the renal and pancreas transplantation services.
Didactic sessions include weekly grand rounds, clinical conferences, research seminars, and journal
and data presentation sessions. The fellowship is a two-year program in which the first year is
predominantly clinical and the second year (with an option for a third and fourth year) is predom-
inantly research. All fellows conduct independent clinical or basic research programs with gradu-
ated autonomv.
School of Medicine Departments 81
Postgraduate Fellowships (Basic and Clinical Research)
Full-time and part-time research opportunities are available for candidates with MD or PhD
degrees in basic and/or clinical research. All fellows conduct independent clinical or basic research
programs with graduated autonomy. Interested candidates can apply for these positions by submit-
ting their Curriculum Vitae with a cover letter describing their interests in endocrinology and
diabetes research. Competitive stipends are available. Typically postdoctoral fellows devote two to
three years to an intensive research experience. Ongoing basic research interests of the division's
faculty members include molecular genetics of type 2 diabetes, obesity, hypertension, osteoporosis
and thyroid disease, molecular mechanisms of insulin resistance, pancreatic beta-cell ontogeny,
growth and maintenance, functional genomics of adipose tissue, and structure-function relation-
ships of cysteine knot growth factors including thyroid stimulating hormone. These research activ-
ities are performed in the division's research laboratories located on the 4th floor of Howard Hall.
Clinical research interests include genetic control of energy expenditure, glucose metabolism and
insulin secretion in humans with type 2 diabetes and obesity, pharmacogenetics, prevention and
treatment of macrovascular and microvascular complication of diabetes, as well as clinical trials of
agents to manage diabetes, obesity and their complications. This research is performed at the Joslin
Diabetes Center, as well as in the Division's Amish Diabetes Research Clinic in Lancaster,
Pennsylvania. Didactic sessions include weekly grand rounds, clinical conferences, research semi-
nars, and journal and data presentation sessions. Emphasis is also placed on faculty development
including the potential for graduate course work, and formal and informal training in grant and
manuscript preparation.
Division of Gastroenterology
Professor and Head
Stephen P. James, MD
UNDERGRADUATE COURSES
Fourth Year
GAST 544-01. Clinical Elective. This is a broad clinical experience in consultations, literature
review and conferences on gastrointestinal (GI) and liver problems. Students evaluate consulta-
tions with GI fellows and senior staff; plan diagnosis and management; and follow patients
through definitive treatment and discharge. The rotation includes attendance at four hours of
conference, 10 hours of GI clinical rounds and four hours of clinic experience weekly.
Summers Research Electives. GI, liver and nutrition electives are available and may carry a
stipend. Individually arranged.
Division of General Internal Medicine
Associate Professor and Head
Louis J. Domenici, M.D.
The general internist at this institution is an individual who is: 1) skilled in all facets of health care,
both acute and chronic, as well as the ambulatory and inpatient level; 2) an educator of peers,
students and the public; 3) interested in the impact of health care delivery and its evaluation; 4)
an able administrator capable of management decision-making and planning; 5) an active partic-
ipant in the affairs of the community. In addition, the division of general internal medicine
provides education, clinical training and research experience for medical students and graduate
trainees to the fellowship level.
82 School of Medicine
The goal of the general internal medicine program is to prepare physicians through inpatient,
ambulatory and elective experiences during the students' clinical years and continue with an exten-
sive graduate medical education program. The division's faculty deliver a wide range of primary
and consultative health care services for ambulatory and hospitalized patients at university clinical
sites, which are also used for student and resident medical training. These clinical sites offer health
care to university campus professionals, seniors, veterans and the inner city indigent.
RESEARCH INTERESTS
The broad research interests within the division include healthcare worker occupational health,
quality measurements in residents and employees in long term care, utilization of health care by
the elderly, evaluation of physician and patient behavior relevant to preventive practices, occupa-
tional exposure to heavy metals, chemicals and musculoskeletal hazards, nutrition among hospi-
talized patients, and areas of primary care services to women.
UNDERGRADUATE COURSES
Selected ambulatory primary care elective experiences are offered as part of the senior ambulatory
rotation in internal medicine, and there are clinical and research electives in medical consultation
or on specific projects with faculty. These experiences are offered on campus and at affiliated
medical institutions.
GRADUATE PROGRAM
The graduate medical education program in internal medicine educates and trains physicians in
the principles and practices of general internal medicine. The intent is to prepare clinicians by
providing training via a broad internal medicine curriculum. Specialized training experiences are
encouraged and are presently available in medical consultation and risk assessment, preventive
care, rehabilitation or occupational medicine, as well as health services research. Students and resi-
dents are supervised by a team of clinician educators, practitioners and scientists in the program.
The faculty include general internists, geriatricians, psychiatrists, epidemiologists, clinical phar-
macists, primary care nurse clinicians and social workers.
Division of Geographic Medicine
Professor and Head
Myron M. Levine, MD, DTPH
GRADUATE PROGRAM
Postgraduate fellowships in geographic medicine are offered in conjunction with the division of
infectious diseases. Fellows spend their first year doing clinical rotations on the infectious diseases
consultation services at the University of Maryland Medical Center, the Baltimore Veterans Affairs
Medical Center, the Maryland Institute for Emergency Medical Services Systems, and the
University of Maryland Greenebaum Cancer Center. The second year is spent in clinical or labo-
ratory research under the supervision of faculty members.
Research may be conducted in the laboratories of the division in Baltimore or in one of the divi-
sions field areas in Chile or Africa. The division is closely tied to the University of Maryland
Center for Vaccine Development. Laboratories are fully equipped for work in molecular genetics,
immunology, antigen purification, routine and enteric microbiology, parasitology (including
animal studies) and antimicrobial sensitivity testing. Faculty research interests include the patho-
genesis and epidemiology of enteric organisms such as Vibrio cholerae and other vibrios, E. coli,
Salmonella, Shigella, and rotavirus. Much of the research effort is directed towards developing
vaccines against these enteric pathogens and tuberculosis, as well as vaccine testing against malaria
School of Medicine Departments 83
and other nonenteric diseases. The division maintains a close relationship with the Department of
Epidemiology and Preventive Medicine where fellows may take courses in epidemiology and
biostatistics during their training. Application is made through the fellowship program director.
Division of Gerontology
Professor and Head
Andrew P. Goldberg, MD
The goals of the gerontology division at the University of Maryland School of Medicine are to
teach students and house staff the principles of gerontology and geriatric medicine, and to train
fellows and junior faculty for academic careers in aging research and clinical geriatric medicine.
The program emphasizes research in the biology of aging, the prevention of cardiovascular disease
and the rehabilitation of disabled older people in clinical trials which examine the physiological
and functional effects of exercise training and nutritional interventions. This enriched academic
environment allows trainees to learn skills of clinical geriatrics and basic research for careers in
gerontology.
MEDC 545-23. Geriatric Medicine Elective. There is a wide spectrum of research, clinical and
educational programs for students, house staff, fellows and physicians interested in clinical training
and research in gerontology and geriatric medicine. There are opportunities for research training
in: 1) exercise physiology and nutrition in the management of cardiovascular disease risk factors
in high-risk older patients; 2) rehabilitation and longitudinal management of the elderly to main-
tain functional independence and exercise capacity to prevent institutionalization; and 3) basic
mechanisms of age-related declines in cardiovascular, metabolic and musculoskeletal function.
Trainees work closely with faculty members in a research curriculum that provides mentored
training in clinical and basic scientific investigation and in the conduct of clinical trials. A
Geriatric Research Education and Clinical Center and Claude C. Pepper Older Americans
Independence Center provide resources for training in basic research, clinical medicine and health
services research focused in prevention and rehabilitation of older patients with risk factors of
complications of cardiovascular diseases. Academic programs in these centers seek to increase the
basic knowledge of the aging process and prevent disability from cardiovascular disease through
clinical trials of aggressive risk factor and rehabilitation interventions. Knowledge gained from
these studies is imparted to health care providers, students and trainees through system-wide
educational programs.
The clinical programs teach the principles and applications of the treatment and management of
older patients with a wide spectrum of acute and chronic medical diseases and preventive geriatric
medicine. Instruction is provided in primary, consultative and long-term care of patients in various
clinical facilities of the University of Maryland Medical System. Trainees learn the physiology of
aging and principles of geriatric assessment, preventive maintenance and the treatment and care of
the older patients in ambulatory medical practices, acute in-patient services, geriatric rehabilitation
units and in a comprehensive home care program for frail, homebound patients. There is clinical
training in geropsychiatry to learn counseling, psychopharmacologic and ethical issues in the
management of older patients with mental illness. This approach provides wide clinical exposure
and training in relevant skills for an academic career or clinical practice in geriatric medicine.
POSTGRADUATE FELLOWSHIP TRAINING
The division has an accredited fellowship training program funded by the National Institute on
Aging researches the effects of exercise and nutritional interventions on the pathophysiology of
type 2 diabetes, hypertension, hyperlipidemia and changes in body composition with aging. Post-
84 School of Medicine
graduate training emphasizes basic and clinical research in the pathophysiology of aging-related
diseases and the mechanisms by which exercise and dietary interventions prevent cardiovascular
disease and disability in at-risk older people. Fellows completing post-graduate training in geron-
tology are eligible for board certification in geriatric medicine.
Division of Hematology and Oncology
Associate Professor and Head
Barry R. Meisenberg, MD
UNDERGRADUATE COURSES
Fourth Year
HEMA 541-01. Clinical Elective. Broad clinical experience in both malignant and nonmalignant
hematologic disorders is available. Students perform hematology consultations with fellows and
senior staff and have the opportunity to attend multiple clinical and laboratory conferences within
the University of Maryland Greenebaum Cancer Center. Extensive experience in bone marrow
aspiration, biopsy and interpretation is provided. Rotations are for a minimum of four weeks.
MEDC 549-01. Medical Oncology Electives. Two different medical oncology electives are avail-
able. Students may choose a subinternship on the inpatient service of the University of Maryland
Greenebaum Cancer Center, which provides students and postgraduate physicians with in-depth
studies of the diagnosis, natural history and treatment of human cancers. Students will take an
active role in the day-to-day management of patients on an inpatient cancer ward and will work
closely with the attending and hematology/oncology fellow. Clerkships in oncology provide close
interactions with fellows and oncology attendings on the oncology consult service. The wide diver-
sity of internal medicine diseases seen during the natural history of many cancers makes this an
intense course in the treatment of many internal medicine problems common to adult patients.
Clerkships on the medical oncology consultation service provide interaction with other specialties
in the management of as yet undiagnosed patients as well as the early detection, diagnosis and
staging of malignancy. Individuals on clerkships are expected to attend a large number of confer-
ences available on a weekly basis that provide didactic information about natural history, new
treatments and evolutionary changes in the laboratory understanding of neoplasia.
Research Electives. Summer research electives in various aspects of hematologic malignancies are
available. Opportunities are available to work in the cell component therapy section of the
University of Maryland Greenebaum Cancer Center (a specialized transfusion service), an active
cytogenetics laboratory, an immunology laboratory studying antigenic characteristics of malignant
cells, as well as the acquired immune deficiency syndrome (AIDS), electron microscopy laboratory
and laboratories engaged in the study of leukemic cell differentiation and cellular pharmacology.
Stipends may be available.
School of Medicine Departments 85
Division of Hypertension
Professor & Head
Elijah Saunders, MD
UNDERGRADUATE COURSES
First and Second Years
Selective lectures are given on hypertension as a part of the physiology, pharmacology, pathology
and preventive medicine courses.
Fourth Year
Electives are available for fourth-year students who will be exposed to and participate in the entire
program of the hypertension division. This includes experience and supervision in the diagnosis
and treatment of hypertensive patients on both an inpatient and outpatient basis. Daily rounds by
senior members of the hypertension division will include students electing this rotation. Students
will attend the Hypertension Faculty Practice Office and participate in the care of private patients
in a very busy office devoted to the care of difficult hypertension problems. Students will partici-
pate in ongoing clinical research programs when appropriate. Students may also elect to attend the
weekly cardiology clinical rounds sponsored by the cardiology division and the Hypertension and
Vascular Biology Center research rounds when scheduled.
Summer Fellowships
Summer fellowships in hypertension are available to junior and second-year students (who have
taken physical diagnosis). Participation in clinical drug trials will be offered.
GRADUATE PROGRAM
Electives for a minimum of one month are available for house officers-in-training at the University
of Maryland Medical Center and relevant conferences in the Baltimore community can be
attended. Electives are encouraged for residents interested in cardiology, nephrology or
endocrinology as well as a career in internal medicine with emphasis on hypertension. Trainees will
have an opportunity to work with hypertension specialists from the Johns Hopkins University
School of Medicine and School of Public Health, the Maryland Department of Health and Mental
Hygiene, the Hypertension Commission of Maryland, the American Heart Association, and the
Baltimore Alliance for prevention and treatment of hypertension and diabetes, and other programs
in the community which have an interest in hypertension.
Although the hypertension division does not currently have a fellowship program, training
opportunities for fellows from other divisions can be arranged.
Division of Infectious Diseases
Professor and Head
Michael S. Donnenberg, MD
UNDERGRADUATE COURSES
Fourth Year
INFE 541-01. Infectious Diseases Elective. The discipline of infectious diseases is uncommon in
internal medicine in that it is not restricted to a single organ system. Indeed the Infectious Diseases
Consultative Service serves patients in virtually all departments of the hospital. Many of these
86 School of Medicine
patients are among the most acutely ill and they often pose the most difficult diagnostic enigmas.
These presentations are more than an academic challenge; many infectious diseases can be cured
and the patient restored to previous health.
A practical working knowledge of clinical infectious diseases has become absolutely critical for
the following reasons: (1) there has been a huge increase in the numbers of immunosuppressed
people, not only from HIV infection but also from the substantial increase in bone marrow and
solid organ transplant recipients, the more aggressive use of cytotoxic chemotherapy and more
invasive and life-sustaining ICU modalities; (2) the explosion of new antiviral, antifungal and anti-
bacterial agents requiring familiarity with their spectrum of action and toxicities; (3) the prolifer-
ation of multiple-antibiotic resistant pathogens which presents virtually untreatable infections;
and (4) the focus upon infection control, cost containment and quality of practice which have
arisen with the increased attention to the economics of health care. The diagnosis of infections and
proper management of patients with these diseases are taught by exposing students to a broad
spectrum of clinical problems. The appropriate use of microbiology, virology and serology labora-
tories is stressed. The student sees consultations under the supervision of a full-time attending at
the University of Maryland Medical Center and Baltimore Veterans Affairs Medical Center.
Specialized programs are available in AIDS/HIV, in transplant infections, at Shock Trauma, and
at the Greenebaum Cancer Center. A clinical infectious disease conference for faculty, house staff
and students is held weekly.
POSTGRADUATE FELLOWSHIPS
The Division of Infectious Diseases offers two postgraduate fellowship programs: one in General
Infectious Diseases and one designed for individuals who which to specialize in HIV care. Within
each program, there is a clinical track and a research track. The first year is similar in both
programs and tracks. This year is clinically oriented and is spent consulting on patients with prob-
lems related to infectious diseases. A very diverse experience is obtained through rotations at the
University of Maryland Medical Center and Baltimore Veterans Affairs Medical Center, the
Greenebaum Cancer Center, the solid organ transplant service, the inpatient HIV unit, and in the
Clinical Microbiology Laboratory. Fellows see consults and supervise residents and medical
students, and spend much of their time teaching and providing patient care. This is all performed
under the guidance of full-time faculty, many of whom are experts in subspecialties within infec-
tious diseases, such as infections in transplant recipients, neutropenic host infections, surgical
infections and infections in HIV-infected people. During the first year the general and HIV
programs differ only in the amount of time spent on the inpatient HIV medical service and the
general consult service. Those individuals in either program who have chosen a clinical track spend
the second year equally divided between the various rotations and on electives. Available electives
include rotations in the Shock Trauma unit, in the Baltimore City Health Department, on the
infectious disease service at the National Institutes of Health, and performing clinical research.
Those individuals on the research track spend the second and subsequent years of the program
performing original research. Research interests in the division include molecular pathogenesis of
bacterial infections, HIV infections, the physiology of acute inflammation, CMV, HIV, papilloma
virus infections, infections in cancer patients or severely traumatized patients, and infection
control and nosocomial infections. Research interests within geographic medicine include micro-
bial genetics, pathogenesis of diarrheal diseases, pathogenesis of malarial infections, and vaccine
development. During the second and subsequent years the general and HIV program differ in that
the electives and research opportunities of individuals in the latter program are oriented toward
HIV infection. All fellows participate throughout their fellowship in a weekly longitudinal infec-
tious diseases clinic, where under the supervision of the faculty they follow patients with HIV
infections and other infectious diseases. Application is made through the fellowship program
director.
School of Medicine Departments 87
Division of Nephrology
Professor and Head
Matthew R. Weir, MD
UNDERGRADUATE COURSES
Fourth Year
NEPH 541-01. Clinical Nephrology Elective. Students who have completed their required junior
electives in medicine, surgery, pediatrics and obstetrics may elect a clinical rotation in nephrology.
One-month to three-month electives will be accepted. The student is expected to become thor-
oughly familiar with the approach to patients with kidney diseases and acquainted with clinical
procedures. Each student will present at one nephrology conference. The typical rotation involves
the student in consultations with fellows and attending nephrologists, rounds on inpatients, renal
clinic activities and exposure to the dialysis and organ transplantation programs. Students with
special interests in particular aspects of kidney function or kidney disease may be permitted to
pursue those interests after consulting with the division head.
NEPH 541-03. Nephrology Student Fellowship Elective, Maryland General Hospital. Students
are exposed to the practice of clinical nephrology and to the management of acute and chronic
renal failure and organ transplantation.
POSTGRADUATE FELLOWSHIPS
Qualified physicians may apply for full-time fellowships in nephrology. Although a one-year clin-
ical fellowship in organ transplantation may be specially arranged, the standard fellowship is for
two years of training with the first year structured to produce broad experience in clinical
nephrology, dialysis and transplantation, its procedures and its literature and basic experience in
the research lab. The second year is largely elective, permitting fellows to pursue their chosen direc-
tion with planning and supervision. Additional years of experience for those undertaking special
projects are available. Fellows completing this program are qualified and prepared to be certified
in nephrology.
Division of Pulmonary and Critical Care Medicine
Professor and Head
Steven R. White, M.D.
UNDERGRADUATE COURSES
First Year
Members of the division take part in teaching the physiology course with emphasis on the clinical
application to basic respiratory physiology. This includes an introduction to clinical medicine and
the sessions in the course on correlative medicine.
Second Year
In the pathophysiology and therapeutics curriculum, two weeks are devoted to the respiratory
system. The teaching of clinical medicine is integrated with epidemiology, pharmacology and
microbiology. This is not a course in respiratory diseases. The most common and important
groups of diseases are discussed as well as the pathology of respiratory diseases.
88 School of Medicine
Fourth Year
PULM 541-01. Pulmonary Diseases Elective. Fourth -year students participate in all of the activ-
ities of the division under the supervision of fellows and faculty. They see patients in the wards, in
consultations and in the outpatient clinic. The students learn to interpret tests of pulmonary func-
tion and attend all of the conferences in which fellows and faculty participate. Emphasis is on the
correlation of clinical features with pathophysiologic and roentgenographic features.
PULM 541-05. Medical Intensive Care Elective, University of Maryland Medical Center. The
goal of this course is to provide students with clinical experience in managing patients seen in a
medical intensive care unit. Students will function at the sub-intern level as primary physicians
and will work with the resident and fellow in charge, as well as the attending physician. Students
will receive a sound background in circulatory and respiratory physiology. They will be exposed to
various invasive techniques, including arterial line insertions, Swan-Ganz catheterizations and
chest tube placements. In addition, there will be exposure to the use of mechanical ventilation in
the critically-ill patient.
POSTGRADUATE FELLOWSHIPS
Stipends are available for the support of nine fellows at the current University of Maryland
Medical System postgraduate scale. Three years of training in internal medicine are required. The
goal of the program is to train physicians who are competent in the subspecialties of pulmonary
and critical care medicine, and in basic or clinical investigation.
Division of Rheumatology
Professor and Head
Marc C. Hochberg, MD, MPH
UNDERGRADUATE COURSES
First Year
Members of the rheumatology division participate in teaching the immunology section of the
microbiology course, the immunopathology section of the pathology course, clinical correlation in
the biochemistry course, and the epidemiology and biostatistics course.
Second Year
The division teaches the examination of the musculoskeletal system during physical diagnosis.
Students are provided with a copy of the Primer on the Rheumatic Diseases.
Third Year
During their rotation on medicine at the University of Maryland Medical System or the Baltimore
VA Medical Center, junior medical students interact with rheumatology faculty and fellows on the
rheumatology consult service and receive lectures on diagnosis and management of arthritic and
connective tissue diseases. Weekly rheumatology grand rounds are open to students.
Fourth-Year Students and House Officers
The rheumatology division offers a clinical elective for senior medical students and medical house
officers designed to present the spectrum of rheumatic disease and approaches to diagnosis and
management. Integration of clinical features with the mechanisms of disease processes is accom-
plished through informal tutorial sessions as well as didactic lectures. The rationale for the various
management programs including drug therapies, physical medicine and orthopaedic surgery is
emphasized. Experience is gained in performance of diagnostic procedures (e.g., arthrocentesis)
School of Medicine Departments 89
and in interpretation of relevant laboratory data. Patients are seen in the out-patient clinics at
University Health Center and VA Medical Center, as well as in the Faculty Practice Office and on
the in-patient consult service.
POSTGRADUATE FELLOWSHIPS
The division of rheumatology and clinical immunology offers a two-year clinical fellowship and a
three-year research fellowship that emphasize training in both the clinical and research aspects of
rheumatology. The purpose of the three-year research fellowship is to produce physician-scientists
who are well trained clinically and scientifically and who are dedicated to an academic, research-
oriented career. Three years of prior training in internal medicine are required.
Microbiology and Immunology
Professor and Chair
Jan Cerny, MD, PhD
Training in microbiology & immunology within the medical school curriculum occurs primarily
during the sophomore year when all students are required to take the course on Host Defenses and
Infectious Diseases. Emphasis is placed on basic mechanisms of immunity, principles of microbi-
ology, medical aspects of infectious diseases and related concepts of pathology, pharmacology and
epidemiology. In addition, selected Graduate School courses are available to medical students in
all years. Individual faculty members are available to provide instructions and guidance
throughout the medical curriculum. The department also offers the PhD degree and encourages
students to enroll in the MD/PhD program.
RESEARCH INTERESTS
The research programs within the Department of Microbiology and Immunology are oriented
toward the molecular biology of infectious agents, foreign invader-host cell interactions and the
molecular and cellular analysis of the immune response. Specific projects in immunology and cell
biology include molecular analysis of antibody and T-cell receptor genes; lymphocyte activation,
differentiation and ontogeny; autoimmune diseases and immunology of aging; and cellular and
viral oncogenes. Projects on microbial disease mechanisms include studies on regulation of gene
expression in procaryotic and eukaryotic systems, molecular genetics of pathogenic bacteria;
pathogenesis of vector-borne infectious agents; and new strategies for development of vaccines.
Studies on latent virus infections, including immunodeficiency viruses (HIV) and herpes viruses,
are carried out jointly with the Institute of Human Virology. Medical students are encouraged to
participate in elective research programs of their interests.
UNDERGRADUATE MEDICAL PROGRAM
Second Year. Microbiology and immunology faculty have major teaching responsibility in the
second year, integrated course on Host Defenses and Infectious Diseases. This is the first teaching
bloc of the second year and is approximately 12 weeks in duration. When appropriate, faculty also
teach in the Pathophysiology and Therapeutics block.
A number of Graduate School courses are available to qualified students. Interested students
should contact the department for details.
90 School of Medicine
Neurology
Professor and Chair
Kenneth Johnson, MD
Third Year
NEUR 530. Neurological Sciences III. All members of the third-year class have a four-week
neurology clerkship as part of an eight-week integrated neurology/psychiatry rotation. For the
neurology portion students rotate on one of the neurology or neurosurgery services at University
of Maryland Medical Center or the adjacent Baltimore Veterans Affairs Medical Center. The
neurology and psychiatry staff provides a didactic series of lecture-demonstrations, and students
attend the combined conferences in both disciplines. In addition, students attend rounds and
assist in the performance of procedures. Under house staff and attending staff supervision,
students are responsible for the care of patients with neurological disorders in the critical care
units, on the hospital wards, and in the outpatient clinics.
ELECTIVES
NEUR 541. Clinical Electives. After completion of the third year, students are offered a variety of
clinical experiences on the neurological service at University of Maryland Medical Center, Mercy
Medical Center, the Baltimore Veterans Affairs Medical Center and the James Lawrence Kernan
Hospital. The neurological examination of the patient is emphasized, as well as the study and
application of a wide variety of specialized neurological diagnostic techniques. Each student will
become proficient in taking a neurological history, performing a neurological exam, and formu-
lating a reasonable diagnostic impression, differential diagnosis, plan of investigation, and manage-
ment plan for several of the more common neurological problems.
NEUR 548. Neurological Research Electives. In all four undergraduate years, a limited number
of students will have the opportunity to work with individual members of the department in the
following areas: 1) cerebrovascular physiology; 2) neuromuscular disease; 3) neurophysiology; 4)
neurochemistry; 5) neurovirology and immunology; 6) computers and neurology; 7) epilepsy; 8)
degenerative disorders; and 9) molecular-biology and the nervous system.
STUDENT FELLOWSHIPS
Students who have completed their first, second or third years and have an interest in neurolog-
ical sciences may apply for additional training in clinical neurology or in one of the research labo-
ratories of the department. Qualified students may receive remuneration as fellows for the 10-week
fellowships taken during vacation periods.
GRADUATE STUDIES
There is a fully approved three-year residency training program in the specialty of neurology at the
University of Maryland Medical System. This provides for clinical training as well as rotation
through the associated basic science disciplines. In addition, fellowships are available for subspe-
cialty neurology training, such as EEG and epilepsy, EMG and peripheral nerve disorders, stroke,
neuroimmunology and neurorehabilitation. For further information contact the department chair.
School of Medicine Departments 91
Neurosurgery
R.K. Thompson Professor and Chair
Howard M. Eisenberg, MD
The Department of Neurosurgery manages patients with a large variety of neurosurgical conditions.
The department places special emphasis on cerebrovascular surgery, neuro-oncology, spinal surgery,
epilepsy surgery, Gamma Knife radiosurgery and pediatric neurological surgery. Active neuro-
trauma service at the Shock Trauma Center offers opportunities to not only participate in clinics
and the operating room, but also critical care rounds dedicated to the central nervous system.
RESEARCH INTERESTS
Two laboratories of specialized research programs are actively maintained within the department.
The Cebrovascular/Ion Channel Physiology Laboratory studies cellular mechanisms regulating
cerebral blood flow focusing on ion channel function in cerebral smooth muscle using the patch
clamp technique. The Neuro-oncology/Molecular Biology Laboratory is devoted to the study of
programmed cell death in malignant brain tumors. These basic science, research activities are
complemented by on-going clinical trials of pharmacological agents for treatment of cranial and
spinal trauma, cerebral vasospasms and brain tumors.
UNDERGRADUATE MEDICAL PROGRAM
Third or Fourth Year (Surgical Subspecialty)
During the third or fourth year, students may choose to spend two weeks on the neurosurgical
service as part of the surgical subspecialty clerkship. Opportunities are provided for observing
neurosurgical procedures and participating in all service activities.
Fourth Year (Sub-Internship)
A fourth-year elective is available in general neurosurgery. The student works on the neurosurgery
service for three weeks and one week on the neurotrauma service. Student responsibilities are
significantly enhanced in the operating room and in providing patient care. Special preceptorships
in pediatric neurosurgery, neuro-oncology and neurotraumatology are also offered.
GRADUATE STUDIES
A training program in neurological surgery is available to graduates of accredited medical schools
who have completed one year of general surgical residency. The five-year program based at the
University of Maryland Medical System provides residents with the opportunity to develop their
general neurosurgical skills while gaining valuable experience in research and subspecialty areas.
Obstetrics, Gynecology and Reproductive Sciences
Assistant Professor and Interim Chair
Hugh E. Mighty, MD
The department provides a learning experience that encourages each student, regardless of ulti-
mate career choice, to develop professional attitudes, diagnostic skills and knowledge relevant to
the human female and to her sexual and reproductive systems. This experience enables each
student to assume more effective responsibility for the general delivery of health care to the adoles-
cent, adult and aging female, and to the newborn.
92 School of Medicine
The student is taught to recognize those patients who require special gynecologic consultation.
Health-related reproductive and social issues such as family planning and sexually transmitted
diseases are discussed, as well as other aspects of sexual difficulties, sterilization and pregnancy
choice.
The educational material is presented to familiarize students with all sources of knowledge rele-
vant to these subject areas. Students may extend their knowledge and skills in a direction and
depth appropriate to current and ultimate career goals. Students are also encouraged to take elec-
tives in basic, clinical and social research.
The service roles focus on the general areas of obstetrical and gynecologic care. Obstetrics deals
with a high-risk pregnancy population and provides excellent educational opportunities for both
student and resident. Specialty clinics in endocrinology, complicated pregnancy, cancer, pre- and
postoperative evaluation and family planning provide specific, specialized areas of instruction in
addition to serving large numbers of patients. Cancer detection and therapy play a major part in
the gynecologic program.
The department utilizes audiovisual aids to enhance the educational experience of both medical
students and residents. The faculty also contributes to the postgraduate educational programs at
the University of Maryland Medical System and throughout the state.
UNDERGRADUATE MEDICAL PROGRAM
The Department of Obstetrics and Gynecology faculty teach in the first-year Cell and Molecular
Biology and Functional Systems blocks, and in the second-year Pathophysiology/Therapeutics block.
Third Year
OBST. 530. Clinical Clerkship. Students are assigned to obstetrics and gynecology for a period of
six weeks. As clinical clerks, they participate in the original diagnostic studies, pelvic exam, surgical
procedures and postoperative care of hospitalized patients. Instruction in prenatal and gynecologic
outpatient care is accomplished in our community clinics. Seminars and departmental conferences
with the attending staff and house officers are employed for teaching the art of correlating observa-
tions, diagnosis and therapy. Frequent and close contact with faculty is achieved by means of a
preceptorial system that assigns a group of three to four students to a member of the faculty for the
entire clerkship. As an alternative to the clerkship at the University of Maryland Medical System, a
similar instructional program is offered to a limited number of students by the obstetrics and gyne-
cology departments at Mercy Medical Center and Greater Baltimore Medical Center.
Fourth Year
OBST. 541. Obstetrics and Gynecology Elective. The student may choose to spend a four- week
elective in one of five subspecialty areas: high-risk obstetrics, endocrinology, oncology, ambulatory
OB/GYN, and human genetics.
Affiliated Hospital Electives: Electives are available at Mercy Medical Center.
Several additional electives are listed with the Office of Student Affairs.
School of Medicine Departments 93
Ophthalmology
Professor and Chair
Eve Juliet Higginbotham, MD
UNDERGRADUATE MEDICAL PROGRAM
Ophthalmology is integrated into the medical school curriculum throughout the four-year period.
Introductory lectures in ophthalmology are given in the first year as part of physiology. Second-year
medical students are introduced to clinical ophthalmologic techniques and common ophthalmo-
logic diseases during the physical diagnosis course. During their medical clerkships, third-year
students participate in both inpatient and outpatient examinations with ophthalmology staff.
Clinical and research electives are available during the senior year. For the clinical clerkship,
time is divided between the outpatient clinic and the operating room. Patients with a wide range
of diseases are seen together with faculty who have subspecialty interests. Conferences and grand
rounds are included in the program. Self-instructional aids are available.
RESEARCH INTERESTS
A variety of clinical trials funded by NIH and industry are ongoing in the department. Infant
vision, retinopathy of prematurity, ischemic optic neuropathy, glaucoma, and AIDS trials are
currently in progress.
Basic research efforts of the department currently concentrate on ocular changes from diabetes
mellitus and ocular toxicity of radiant energy. Other projects include biochemical effects of aldose
reductase and its specific inhibitors on the lens, including oxygen toxicity to the lens, particularly
as related to light-induced damage. Also, projects related to hormonal control of retinal pigment
epithelium, as well as experimental ocular pathology, form a major part of the research program.
Elective study opportunities exist for students in this active ophthalmic biochemical research
program. Postdoctoral fellowships in ophthalmic biochemistry are also available.
GRADUATE PROGRAM
A three-year residency program providing clinical training is offered at the University of Maryland
Medical System, with rotations to the Baltimore and Wilmington, Del. VA Medical Centers.
Appointment is by application to the Department of Ophthalmology, University of Maryland
Medical System.
In addition, the department also conducts graduate studies in ocular biochemistry in collabo-
ration with the Graduate School. Facilities for postdoctoral studies are available.
Orthopaedic Surgery
James Lawrence Kernan Professor and Interim Chair
Andrew R. Burgess, MD
UNDERGRADUATE MEDICAL PROGRAM
Third Year
As part of the basic surgical clerkship, general principles of orthopaedic surgery are taught and
students are introduced to fracture recognition and management, orthopaedic reconstructive
surgery and to common outpatient conditions affecting the musculoskeletal system. Students
electing a clinical rotation during the clerkship participate in patient diagnosis and treatment, as
94 School of Medicine
well as operative procedures. They receive practical instruction in the use and application of various
splints and casting techniques. Student conferences and didactic sessions are conducted to supple-
ment the division's intensive academic program.
Fourth Year
Senior students may participate in one-month electives during which they obtain internship-level
clinical and surgical experience. The elective is offered on each of the University of Maryland
Medical Center services and at the Shock Trauma Center. Students participate in weekly
orthopaedic conferences and seminars. Each of the senior electives is under the direction of a full-
time member of the orthopaedic faculty.
Graduate Studies
The Department of Orthopaedic Surgery offers an accredited four-year residency program. Clinical
and surgical experiences are obtained on the foot, hand, tumor and chronic spine services at the
University of Maryland Medical Center. Experience with major trauma and spinal injury is
obtained at the Shock Trauma Center. The pediatric orthopaedic service is based at the James
Lawrence Kernan Hospital. An intensive academic program in basic science and clinical
orthopaedic surgery has been developed for resident education. Each resident has a mandatory
research assignment.
Orthopaedic Residency and Fellowship Programs
The Department of Orthopaedic Surgery offers an accredited five-year residency program. Clinical
and surgical experiences are obtained on the hand, spine, sports, joint replacement, trauma and
pediatric services. The University of Maryland Sports Medicine program serves as official team
physicians to the NFL-franchise Baltimore Ravens and all collegiate teams at the University
Maryland College Park campus. Resident rotations are performed at the University of Maryland
Medical Center, the R. Adams Cowley Shock Trauma Center, Kernan Hospital, Baltimore VA
Medical Center and community practices. Residents are involved in basic science education, formal
journal clubs and other didactic sessions, and complete a research assignment. The Department of
Orthopaedic Surgery also offers fellowships in sports medicine, spine and orthhopaedic trauma.
Pathology
Professor and Interim Chair
Sanford A. Stass, MD
The mission of the Department of Pathology is to advance knowledge that will increase the under-
standing of disease process mechanisms. This knowledge will directly aid the development of
better diagnosis, treatment, and prevention of human diseases. This goal necessarily includes the
instruction and training of students to become biomedical researchers, physician practitioners of
pathology, physician researchers, and allied health professionals in pathology and pathology related
disciplines. Our mission is achieved through an experiment-based approach to disease. We believe
that pathology is a crucial discipline to carry out translational research that directly bridges basic
biomedical science to the patient. Our goals also include continuing the education of health
professionals in current concepts and technologies of pathology.
Students achieve this goal in three phases: 1) by acquiring the basic principles of pathology and
applying those principles to the diagnosis and study of health care delivery expressed in diagnostic
areas such as surgical pathology, clinical pathology, cytology, forensic pathology and autopsy
School of Medicine Departments 95
pathology; 2) by establishing a philosophy of critical evaluation and judgment concerning the
problems of health and disease in humans; and 3) by developing a sense of personal responsibility
and ethics for the practice of medicine.
The department maintains that the study of disease include both structure and function and is
conducted from the molecular level to that of the patient. Students are exposed to anatomical and
clinical hospital pathology services with additional training at Baltimore Veterans Affairs Medical
Center and other local hospitals.
UNDERGRADUATE MEDICAL PROGRAM
The Department of Pathology faculty teach during both the first- and second-year blocks.
However, primary involvement occurs in the second-year with the "Immunology, Host Defenses
and Infectious Disease, Epidemiology and Preventive Medicine" block, and in the
"Pathophysiology and Therapeutics" block. Pathophysiology and the study of the mechanisms of
disease as well as morphology are stressed.
ELECTIVES
Elective course offerings supplement the core program for medical students. These offerings span
a wide range from system-oriented courses such as renal, pulmonary, neurological or cardiovas-
cular pathology to process-oriented instruction such as environmental pathology, carcinogenesis,
and research seminars. Seminars engage guest speakers who are the leading authorities in their
field. Research and clinical preceptorships are encouraged.
Other available courses are of a more general interest and include seminars in clinical pathology
or clinical clerkships in Baltimore area hospitals. Medical students also have access to courses in
experimental pathology such as histochemistry, tissue culture or pathological biochemistry.
ADVANCED ACCELERATED PROGRAM IN PATHOLOGY (AAPP)
The AAPP admitted the first group of students in 1975 in an effort to permit early specialization
and target-oriented education. The pathology track begins in the freshman year, making use of all
the resources of the Department of Pathology and includes three types of experience: 1) exposure
to the practice of pathology, 2) study of one selected field of emphasis, and 3) exposure to research.
Up to five students may be admitted during their first year. Students are required to fulfill all the
requirements of the track; however, they are not committed to seek a career in the field of
pathology. Training in the track program provide the student with the knowledge of a one-year
residency program. Time spent in training within the track program can count toward elective or
residency time.
RESEARCH INTERESTS
Research efforts in the Department of Pathology focus upon the pathobiologic mechanisms of
human disease at the cellular, subcellular and molecular levels. Current projects involve a broad
spectrum of diseases, which include cancer, immunologic disease, heart disease, shock, infectious
disease and aging.
Cancer research efforts focus upon accurately defining the sequence of events within cells
following their exposure to confirmed carcinogens, mutagens and environmental toxins. This
involves the development of varied strategies for assaying human risk from environmental pollu-
tants and the development of animal and fish models for human disease with environmental
etiologies.
96 School of Medicine
Research efforts in heart disease are directed toward providing a definitive description of the
mechanisms that lead to cell death subsequent to the depletion or complete loss of oxygen supply.
Identification of parameters whose manipulation might result in impeding or halting cell death,
and development of improved methods of therapy for preventing the damaging effects of shock
are integral components of this research.
Faculty research projects focus on: the delineation of the mechanism by which microbes invade
and destroy human cells; the identification of microbial antigens with the capacity to elicit an
autoimmune disease in the host; the study of mechanisms of immunologic injury as related to
complement-mediated lysis; immune complex diseases and autoimmunity; and the analysis of the
events leading to cell death as a consequence of the normal process of aging.
GRADUATE PROGRAM
The Department of Pathology offers four graduate program tracks: PhD; combined MD/PhD in
medical pathology; Master's (thesis track); Master's (non-thesis track: Pathologist's Assistant
training). Areas of concentration offered in the MS degree program of medical pathology include
anatomic pathology and clinical chemistry. The master's and doctoral programs train individuals
for research and service in pathology and related fields. Research programs use modern tech-
niques, which include quantitative microscopy, flow cytometry with cell-sorting capability, spec-
trofluorometry, calcium imaging, bioimaging and confocal microscopy, DNA microanalysis and
proteomics.
The program track leading to a PhD in medical pathology includes comprehensive training in
experimental pathology with emphasis on the pathogenesis of cell injury and carcinogenesis; gene
therapy; environmental pathology; development of new diagnostics; and immunology. Students
working toward the combined MD/PhD degree in medical pathology are enrolled simultaneously
in the School of Medicine and the Graduate School. The specially tailored graduate program
recognizes the work and academic achievements of students in the combined program and are
designed to meet their specific goals and research interests as physician-scientists.
For details of admission requirements and course offerings, see the pathology section in the
Graduate School catalog.
Pediatrics
Professor and Chair
Jay A. Perman, MD
Our Vision
To assure every child in Maryland the very best medical care available in an environment dedicated
to children and their families, with services fully integrated to meet individual needs.
As the outstanding regional and community referral resource for the primary, specialty and crit-
ical care of infants and children, we commit to provide:
• Inpatient care for our sickest children and support for their families, including complete
subspecialty and emergency services;
• Strong community service, emphasizing preventive care, especially among at-risk
populations;
• Solid clinical and educational experiences for our students and residents-many of them
Maryland's future pediatricians, nurses and other health care professionals;
• An emphasis on laboratory and clinical investigations to ensure the leadership role we've
established in children's health care research.
School of Medicine Departments 97
We believe that children are our future!
There are 17 subspecialty divisions within the department.
• The Division of Adolescent Medicine provides clinical care for adolescents from 12 to
21 years of age in a variety of clinical settings such as the hospital-based adolescent clinic
and school-based clinics.
• The Division of Immunology/Rheumatology provides care for a diverse group of
patients with special emphasis on immune deficiency diseases. The department is nation-
ally recognized for its HIV evaluation and treatment program.
• Behavioral and Developmental Pediatrics is a division that provides evaluation and
treatment services both at the tertiary center and in community sites throughout the state.
Care is provided for children with dysfunctional behavior and developmental problems,
disabilities or handicaps. Consultation is provided to a number of local schools.
• The Division of Cardiology provides exercise testing, Holter monitoring, pacemaker
implants, and two-dimensional echocardiography color flow. A dedicated pediatric
catheterization laboratory is the site for state-of-the-art therapeutic interventions.
Comprehensive fetal echocardiographic services make the department a leader in the field.
• The newly established Center for Child Protection allows us to combine the expertise of
faculty nursing and social services in advocating for children's issues in the courts as well as
advocating on state and national levels.
• A multidisciplinary staff of critical care specialists meets the special medical, emotional
and social needs of the sickest children and their families with great compassion and skill.
Many patients come to the pediatric intensive care unit via our highly respected Maryland
Express Care for Kids, the largest nurse-led pediatric critical care transport team in the
state.
• Endocrinology is an internationally recognized division for both its research program and
clinical endocrine diagnostic unit. The pediatric diabetes program has joined the Joslin
Center for Diabetes at the University of Maryland, a world renowned program in
diabetes care.
• The Division of Gastroenterology and Nutrition is a resource for children with hard-to
diagnose gastrointestinal problems. This is the country's first center for diagnosis and
treatment of celiac disease. The division partners with the Center for Vaccine
Development to do research on infectious diarrhea and vaccine development.
• As an affiliate of a major national cancer network, the Division of Hematology/
Oncology affords patients expert information, hard-to-get experimental drugs, and state-
of-the-art test and treatment regimens. A team of physicians, nurse clinicians, social
workers and child life specialists provides sensitive medical care for children and emotional
support for families.
• Through the Division of Human Genetics, genetic, pediatric and obstetric expertise is
integrated to provide clinical and laboratory services for diagnosing and managing genetic
disorders. We offer comprehensive genetic evaluations, genetic testing, and prenatal diag-
nosis and counseling.
• Unique in the United States is the Division of Infectious Disease and Tropical
Pediatrics. The mission of this division includes ongoing consultation with the Agency for
International Development, the World Health Organization and the Pan-American Health
Organization. Many of the faculty are also members of the School of Medicine's Center
for Vaccine Development.
• The Division of Neonatology provides advanced tertiary care for the smallest and sickest
newborns. The state-of-the-art, 40-bed NICU is the largest in the state. The division
collaborates with its counterpart at Johns Hopkins Hospital in providing transport of criti-
cally ill neonates from community hospitals to a tertiary center for intensive care.
98 School of Medicine
• Within the Division of Nephrology, a multidisciplinary team composed of a physician,
social worker, dietitian, child life specialist, teacher and psychologist work together as a
team. They strive to help patients with chronic renal disease maintain a lifestyle as similar
as possible to that of healthy children.
• Clinical care in the Division of Neurology focuses on developmental disabilities, progres-
sive degenerative disorders and epilepsy. The Pediatric Headache Clinic is one of only two
such clinics in the United States.
• The Division of Pediatric Medicine is comprised of a group of academic generalists
committed to primary patient care, education and clinical research. The faculty within this
division precept the residents for their longitudinal continuity clinic experience. In addi-
tion, the Community Practice Program, spearheaded by a member of this division,
provides a complementary continuity experience in the community.
• Clinical care for children with asthma via a Breath Mobile, which provides community
access to a health care team, forms the cornerstone of the Division of
Pulmonary/ Allergy. Other areas of expertise include the care of children with chronic
lung disease, food allergy, and latex allergy. A research center for the genetics of asthma
complements the clinical program.
• The PhD faculty within the Division of Pediatric Research have a primary mission to
conduct bench research. These scientists collaborate extensively with clinicians. The focus
of this division is to conduct studies in developmental biology with a special emphasis on
mental retardation and Sudden Infant Death Syndrome.
In addition to the work in this division, each of the other specialty divisions does
research within its own area of expertise. The department ranks among the top 10 of all
public university pediatric departments in federal research grant awards, and the top 20
overall. Grants and contracts total more than $19 million.
• The Sudden Infant Death Syndrome (SIDS) and Pediatric Sleep Disorders Institute
combine research and therapeutic services for infants at risk for SIDS. For older children
at risk for obstructive sleep apnea or narcolepsy, overnight sleep studies are conducted and
interpreted.
In addition, the department has a program in international health. Faculty at the University
of Maryland Medical Center and Mercy Medical Center who have experience and ongoing
interest in this area have developed liaisons in both Chile and Uganda. Residents interested in
taking advantage of this opportunity can learn first-hand the interaction and impact of social,
economic, cultural and biological factors on health and disease.
Our Community Partner
Mercy Medical Center provides patient care and educational experiences which complement those
activities at the University of Maryland Medical Center. A NICU, full-term nursery, general inpa-
tient unit, pediatric clinic and urgent care center provide a wealth of opportunities for residents
and students to learn the practice of pediatrics from a community vantage point. Mercy is an affil-
iate and its staff are members of the faculty at the University of Maryland Medical Center. Here
students and residents benefit from their interaction with the practicing community pediatricians.
GRADUATE EDUCATION
The Division of Graduate Education coordinates the graduate residency training programs. In a
carefully balanced program of primary care, tertiary care and research, residents are prepared for
careers in primary care medicine as well as for competitive fellowship positions. In addition to the
training program in categorical pediatrics, training programs in Medicine/Pediatrics and
Pediatrics/Emergency Medicine are also available. The combined programs foster interactions with
colleagues who have expertise in other disciplines.
School of Medicine Departments 99
A structured, didactic curriculum complements the broad clinical training. Formal teaching
conferences as well as informal teaching rounds combine to enhance the educational process.
Residents are certified in neonatal and pediatric advanced life support. Programs are fully accred-
ited by the Accreditation Council for Graduate Medical Education.
In addition to the three residency training programs, several fellowships are available. The divi-
sions of Behavior and Development, Critical Care, Endocrinology, Infectious Diseases and
Neonatology offer accredited fellowships that provide graduates the opportunity to become board-
certified subspecialists. Post doctoral fellowships in genetics are available in clinical cytogenetics,
clinical molecular genetics and clinical biochemical genetics. Postdoctoral training experience is
also available in the Division of Infectious Disease and Tropical Pediatrics.
UNDERGRADUATE MEDICAL EDUCATION
First Year
Pediatric faculty participate in the Human Behavior block, as well as the Introduction to Clinical
Practice Course. During the latter experience, students begin to learn the art of clinical medicine
through patient interviews and observation in various clinical sites. Pediatric faculty also partici-
pate as facilitators for the problem-based learning curriculum.
Second Year
During physical diagnosis, students work with pediatricians on campus and in community sites in
acquiring the skills necessary to perform a pediatric history and physical examination. The faculty
also contribute to the didactic lecture series that ties basic science to the practice of medicine
through clinical correlates.
Third Year
Each student spends a total of six weeks in pediatrics. The goal of this experience is to provide
students with an exposure to preventive care through child health supervision as well as an expo-
sure to common problems and illnesses. Students learn to provide developmentally appropriate
care for the whole child in the context of the family unit. This is accomplished through clinical
experiences in primary care clinics and practices, specialty clinics, the pediatric emergency depart-
ment, nursery and inpatient unit. A specially designed didactic curriculum and case discussion
series, with faculty tutors, enhance and solidify the clinical experience. Longitudinal continuity
clinic experiences are also offered for students interested in fulfilling this requirement in pediatrics.
Fourth Year
A number of exciting opportunities are available for senior students wishing to get a more in-depth
experience in pediatrics. One-month acting internships are available on the general ward service
as well as in the neonatal and pediatric intensive care units. Ambulatory experiences both at
University of Maryland Medical Center and Mercy Medical Center afford students the opportu-
nity to see a large volume of children with a variety of clinical problems. Elective opportunities are
also available in each of the subspecialty divisions outlined above. An elective month in a given
subspecialty allows the student to focus on both inpatients and outpatients who are followed by
the faculty in that division. Students assigned to a longitudinal continuity clinic experience in our
ambulatory center have the option of continuing this experience during their senior year. A
number of faculty within the department function as clinical advisors for students who wish to
pursue residency training and ultimately a career in pediatrics.
100 School of Medicine
Pharmacology and Experimental Therapeutics
Professor and Chair
Edson X. Albuquerque, MD, PhD
The department's teaching objectives are to provide medical and graduate students with those
principles underlying the distribution, metabolism, mechanism of action and toxicity of thera-
peutic agents or substances. An overriding goal of the medical school teaching program is to
convey the fundamental principles of basic and clinical pharmacology and therapeutics through
an interdisciplinary teaching effort which brings together faculty from this department and those
from other basic science and clinical departments. The faculty of the Department of
Pharmacology and Experimental Therapeutics therefore provide substantial leadership and partic-
ipation in the Pathophysiology and Therapeutics course given during the second year of the
medical curriculum. When needed, the department also provides its teaching expertise to other
courses throughout the four years of the medical curriculum.
GRADUATE PROGRAM
At the graduate level, there are three defined areas of study (tracks): oncopharmacology,
neuropharmacology and pharmacological biotechnology. All three tracks incorporate: 1) training
in modern techniques of pharmacology (molecular biology, receptor biochemistry, cell biology,
tissue culture, radioimmunoassay, electron microscopy, traditional electrophysiology, patch
clamping, etc.); 2) research directed toward the study of new drugs and increasing effectiveness of
existing drugs used in treatment of human diseases; and 3) research to better understand actions
of drugs and toxins on various organ systems. The department welcomes medical students into
graduate research through the MD/PhD Program.
The Graduate School catalog describes the graduate courses and electives which are also avail-
able to medical students and includes introductory courses for each of the three tracks (neurophar-
macology, oncopharmacology, pharmacological biotechnology). Some of the available courses are:
biochemical pharmacology, developmental neurobiology, endocrine pharmacology, fundamentals
of membrane transport, fundamentals of pharmacology, introduction to membranes, ion chan-
nels, molecular neuropharmacology, molecular oncopharmacology, pharmacological biotech-
nology, and synaptic physiology and pharmacology.
Faculty also offer elective summer courses tailored to the didactic and research needs of individual
students. Students should consult the coursemaster or graduate program director for further details
Physical Therapy
Professor and Chair
Mary M. Rodgers, PhD, PT
The School of Medicine offers an entry-level Master's in Physical Therapy (MPT) Program. As an
integral part of the health care delivery team, students and faculty strive to provide the best
possible health care and service to their community and state. To help meet these standards, the
department maintains a well-equipped faculty practice clinic and state-of-the-art, active research
laboratories for faculty and students.
Students complete three to four years of pre-professional course work prior to beginning their
studies on this campus, and three years of professional course work at the University of Maryland
Baltimore leading to the MPT degree. In the third year, students have the opportunity to select elec-
tive courses, which vary according to student demand and faculty expertise.
School of Medicine Departments 101
Clinical education is an essential part of the department's physical therapy program. The depart-
ment is affiliated with more than 275 clinical facilities throughout the country. Clinical experiences
are provided in general acute, rehabilitation, orthopaedic/sports medicine, neurology, pediatric, geri-
atric, extended care, critical care, home health and community health settings locally and throughout
the United States. The clinical education program is divided into three practicum periods totaling 26
weeks of full-time experience. During the clinical practicums, the student has the opportunity to
integrate knowledge gained from courses and to expand skills in evaluation, treatment and interper-
sonal communication.
The faculty of the Department of Physical Therapy have research interests that are dedicated to
understanding physical dysfunction and determining most effective treatment paradigms. The varied
backgrounds of the faculty ensure an interdisciplinary approach in research, as well as collaborative
projects with other departments. Current projects are related to the general areas of development,
aging and response to exercise or electrical stimulation applied to specific clinical populations of
wheelchair users, lupus, stroke and Parkinson disease. MPT students are encouraged to participate
in research activities as hourly workers and/or as an elective experience.
The MPT degree is also available to practitioners who have completed an entry-level bachelor's
degree in physical therapy. The length of study expected is one to two years, depending upon full- or
part-time enrollment and the therapist's background. Another post-professional opportunity is the
PhD in Physical Rehabilitation Science. Plans are currently underway for a post-professional Doctor
of Physical Therapy
For additional information contact:
Department of Physical Therapy
University of Maryland School of Medicine
Allied Health Building
100 Penn Street
Baltimore, Maryland 21201
(410) 706-7720
(410) 706-6387 (fax)
http://pt.umaryland.edu
Physiology
Professor and Chair
Mordecai P. Blaustein, MD
The Department of Physiology provides lecture, laboratory and seminar coursework in the prin-
ciples of human physiology for medical students and graduate students. Also offered are advanced
courses in specialized areas of physiology for graduate students, fellows and interested medical
students (see Graduate School catalog).
RESEARCH INTERESTS
The faculty of the Department of Physiology are dedicated to elucidating fundamental new infor-
mation about the mechanisms that underlie physiological processes. Many of the department's
research programs focus on four general areas: cell and membrane physiology, neurobiology, repro-
ductive biology and endocrinology, cardiovascular physiology and renal physiology. The research
programs encompass a number of topics with direct clinical relevance, including projects related to
cardiac arrhythmias, congestive heart failure, reproduction and contraception, diabetes, cancer,
102 School of Medicine
epilepsy and hypertension. Medical students are encouraged to participate in research activities
during summer and other elective periods. Opportunities for combined MD/PhD training are also
available.
UNDERGRADUATE MEDICAL PROGRAM
First and Second Years
The Department of Physiology is a major participant in the freshman curriculum with faculty
teaching primarily in Neurosciences (Block VI) and Functional Systems (Block VII) in the first year.
Other opportunities: A number of elective courses, advanced seminars and research in special
areas of physiology are open to interested students during the independent study or senior elective
period or other free time. A combined MD/PhD program requiring additional coursework and
original research is offered for highly qualified medical students. (See Graduate School catalog for
additional advanced courses.)
Fourth Year
MPHY 542: Seminars in Physiology Elective. Advanced seminars in selected fields of physiology (e.g.
cardiovascular, renal, endocrine and neural) are offered by arrangement with faculty each semester.
MPHY 548: Research Elective in Physiology in Selected Fields. Students may elect to carry out
independent research programs in faculty laboratories.
Psychiatry
Professor and Chair
Anthony F. Lehman, MD, MSPH
The goal of undergraduate psychiatric education is to assist students in acquiring an understanding
of and an appreciation for the application of behavioral and psychiatric principles in patient care
and health maintenance through an exposure to a progressive sequence of intellectual stimulations,
clinical experiences and appropriate professional socialization within the interdisciplinary frame-
work of the new curriculum. More specifically, the curriculum aims to assist the student in: 1)
acquiring a foundation of knowledge regarding the biological, psychological, sociological and
humanistic aspects of the practice of medicine; 2) mastering basic interpersonal and psychiatric
skills relevant to the management of patients with medical and/or emotional illness; and 3)
emulating attitudes and values that enhance the professional roles and practices of a physician.
UNDERGRADUATE MEDICAL PROGRAM
First Year (Psychiatry faculty teach in Blocks II, V and VI of the freshman curriculum.)
Human Behavior. The Department of Psychiatry takes the lead in teaching the Human Behavior
block which integrates information about human behavior from the biological, behavioral and
social sciences as it applies to health, illness and treatment across the life span in our multicultural
environment. The block introduces the important biopsychosocial framework, stressing the inter-
acting influences of neurobiologies, psychological and sociocultural factors on human behavior,
illness and physician-patient interactions. The block is made up of lectures, small group sessions,
demonstration/discussion periods and problem-based learning (PBL) groups. Psychiatry faculty
contributes heavily to instruction and also serves as small group leaders in the Introduction to
Clinical Practice Course.
School of Medicine Departments 103
Second Year
Psychopathology. This area of study is now taught as part of the neuroscience module of the
Pathophysiology and Therapeutics course in the second year and through additional interdiscipli-
nary teaching in other relevant systems (e.g., cardiovascular, endocrine, etc.) within the new
curriculum. The module is designed to provide students with the basic concepts of pathophysio-
logical and therapeutic interventions relevant to the neurosciences. This contains the core areas of
clinical psychiatry, including psychopathology and the psychiatric treatment of mental disorders.
The module seeks to foster an integrative approach to teaching by combining the knowledge and
skills of faculty from the departments of Psychiatry, Neurology, Pharmacology, Pathology,
Epidemiology & Preventive Medicine, Neurosurgery and Anesthesiology. The course format is
based on lectures, audiovisual demonstrations (videotapes, live simulcast clinical interviews) small
group discussions, problem-solving sessions and assigned readings for self-study.
Psychiatric Interviewing/Mental Status Examination. This component is part of the second-
year Introduction to Clinical Practice (ICP) course which is devoted to specialty physical diagnosis
and examination. The psychiatric course is devoted to psychiatric interviewing, history taking and
the mental status examination. A general introductory lecture is followed by a series of two four-
hour small groups sessions where each student performs a live psychiatric interview, observes
fellow students performing interviews, and reviews interviewing techniques and psychopathologic
concepts with the small group preceptor. Attempts are made to expose the students to patients
with psychotic, affective and addictive disorders in their small groups of four to five students.
Third Year
Junior Psychiatry Clerkship (four weeks). The junior year provides the main clinical psychiatric
experience for University of Maryland medical students. The psychiatry clerkship is now offered
in collaboration with the Department of Neurology's clerkship in a required, combined eight- week
experience in the junior year. This combined course still provides the student with a core psychi-
atric experience in addition to providing some integrative experiences with neurology.
The core four-week psychiatry experience combines acute inpatient, outpatient, consultation,
addiction and emergency psychiatry assignments in which the student is exposed to an array of
psychopathologies in a variety of treatment settings. Pharmacologic, psychotherapeutic, biological
and psychosocial treatment modalities are utilized.
Students work under the preceptorship of a psychiatry attending and resident while assigned to
the inpatient services. Four hospitals are utilized for these assignments. They include the
University of Maryland Medical Center, the Baltimore VA Medical Center, the Walter P. Carter
Center and Spring Grove Hospital. Students are assigned approximately three patients from the
inpatient team and serve as their primary medical manager under the direction of the resident and
attending psychiatrist. This responsibility and involvement with patients provide an ideal setting
in which the student may apply the biopsychosocial concepts learned in the first-year behavioral
social sciences course with the concepts of psychopathology and clinical skills of psychiatric inter-
viewing, history taking and mental status examination acquired in the second-year courses. The
student assumes an integral role on the multidisciplinary team and ward milieu.
Students are also given clinical exposure to patients with psychiatric or behavioral problems in
a variety of other treatment settings. These are generally comprised of two four-hour per week
assignments with psychiatry faculty in outpatient and consultation settings. Current assignments
include a university consultation-liaison service, an urgent care walk-in clinic, an addiction consul-
tation service, a primary care clinic, community mental health clinics, a geriatric psychiatry clinic,
a child psychiatry clinic and a partial hospitalization program.
104 School of Medicine
The scope of seminars includes a review of psychopathology, childhood behavioral disorders,
addiction psychiatry and psychopharmacology, as well as a clinical case conference focusing on
interviewing, diagnostic and treatment skills. In addition, there is a monthly combined case
conference with specially selected patients with neuropsychiatric illnesses. Faculty from both
neurology and psychiatry attend this conference.
Students are assigned night-call with a psychiatric resident and additionally are precepted in the
psychiatric emergency service as part of their rotation. Other opportunities for educational enrich-
ment include a precepted experiential visit to a community 12-step program (e.g., AA, NA) and
observing electroconvulsive therapy. Evaluation is based upon individual preceptor evaluations
(2/3) and a national board multiple-choice examination (1/3).
ELECTIVES
The Department of Psychiatry offers elective courses in all four years of the medical school curriculum.
Elective courses offered in the senior year are numerous and include in-depth psychiatric experiences
in: inpatient, community psychiatry, emergency psychiatry, forensic psychiatry, child psychiatry, geri-
atric psychiatry, substance abuse, consultation/liaison psychiatry and research electives.
Combined Accelerated Program in Psychiatry-CAPP Program. This elective track has become
nationally visible for its success in engaging students in psychiatry through an advanced four-year
curriculum that begins in the freshman year. The program has continued to admit 12 freshman
students each year. From early in the freshman year, the track provides an unfolding progression
of combined small group seminars and clinical experiences in the behavioral sciences and clinical
psychiatry.
Radiation Oncology
Professor and Chair
Carl M. Mansfield, MD, ScD, FACR, FACNM
Radiation oncology is a specialty devoted to the treatment of benign and malignant tumors.
Seventy percent of all cancer patients will at some point during their disease need or be eligible for
radiation therapy. Fifty percent of all patients being treated in the department are being treated for
a cure. Nearly 40 percent of those treated for cure are treated by a multimodality approach.
Approximately 30 percent of patients treated for a cure are being treated with radiation therapy as
a sole method of treatment and as the method of choice to achieve a cure.
Cancer is a complex disease. The modern and also the best approach to treating this disease is
multi-modality therapy. Evidence suggests that this approach to cancer offers a patient the greatest
chance of survival. This requires a multi-discipline approach to the evaluation and treatment.
Emphasis is placed on the principles of radiation oncology, radiation biology, and radiation
physics. The student will be taught to value the importance of the combined modality approach
through lectures, actual case presentation, demonstrations and participation in new patient and
follow-up clinics. The student uniquely will receive experience in the examination and diagnosis
of physical findings associated with the pathology of malignant diseases. There will be teaching in
the area of tumor pathology, biology, and behavior. The student will be made aware of the role of
radiation oncology and the indications for its use in the management of patients with cancer.
School of Medicine Departments 105
RESEARCH INTERESTS
Department research efforts are focused upon many areas of oncology. The use of radiation as a
systemic treatment agent, brachy therapy, hyperthermia, neuro-oncology, stereotaxis, conformal
therapy, 3-D treatment planning, CT simulation, microcirculation of tumors, tumor microenvi-
ronment, molecular oncobiology and fractionation schemes represent several departmental
research interests. These activities are conducted in the clinical and basic science environments.
UNDERGRADUATE MEDICAL PROGRAM
Fourth Year
Elective in Radiation Therapy. Students interested in oncology are offered an opportunity to partici-
pate as members of the radiation oncology team. They become familiar with the evaluation, manage-
ment and follow-up of cancer patients. Included are treatment planning, dosimetry, the use of
interstitial and intracavitary sources of radionuclides, remote afterloader and stereotactic radiotherapy.
GRADUATE PROGRAM
An approved four-year residency program in Radiation Oncology is offered at the University of
Maryland Medical System. Teaching is carried out through didactic lectures, clinics and numerous
teaching conferences, with emphasis on patient care, under the supervision of full-time staff.
Elective time is spent in related oncological specialties to promote the multidisciplinary concept
of managing cancer patients. The department has state-of-the-art equipment and operates several
sites both on and off- campus, which include: the University Physicians Professional Building, a
main facility in the Gudelsky Tower of the University of Maryland Medical System, and the
Central Maryland Oncology Center in Columbia, MD.
Surgery
Professor and Chair
Bruce E. Jarrell, MD
The Department of Surgery is organized into 12 divisions: Cardiac Surgery, Emergency Medicine,
General Surgery, Otolaryngology-Head and Neck Surgery, Plastic and Reconstructive Surgery,
Surgical Oncology, Pediatric Surgery, Thoracic Surgery, Transplant Surgery, Urology, and Vascular
Surgery. Many faculty members participate in the teaching of anatomy, pathology and physiology,
and almost all participate in formal courses offered during the clinical years. During the junior
year, all students must complete the eight-week clinical clerkship in surgery. Four weeks are spent
in general surgery, two weeks in Shock Trauma, and two weeks in surgical specialties of vascular,
transplant, CT and pediatric surgery. The general surgical clinical rotations are based at the
University of Maryland Medical System, Mercy Medical Center and the Baltimore Veterans Affairs
Medical Center. The four-week subspecialty rotation will consist of one week in urology,
orthopaedics, otolaryngology and anesthetic management emphasizing airway management.
Electives in surgical research and summer fellowships are available to students in all four years.
More extensive clinical experience with greater patient responsibility is offered by all divisions as
subinternships and electives during the fourth year.
The surgical clerkship exposes the student to disease entities that can or should be treated by
operative intervention and to the physiologic and metabolic consequences of such intervention.
Students learn to recognize conditions that will require surgical consultation. They gain an appre-
ciation of wound care as well as familiarity with basic emergency procedures. This course of study
enables the future family practitioner, internist, pediatrician or psychiatrist to discuss probable
106 School of Medicine
treatment and prognosis of various surgical diseases with their patients. Further, students are given
the opportunity to explore various surgical disciplines and to participate fully in the daily activi-
ties of the surgical teams.
Graduates of approved medical schools may be considered for residencies in General Surgery,
Emergency Medicine, Neurological Surgery, Otolaryngology-Head and Neck Surgery, Pediatric
Surgery, Plastic and Reconstructive Surgery, Surgical Critical Care, Thoracic and Cardiovascular
Surgery and Urology.
Division of Emergency Medicine
Professor and Chief
Brian J. Browne, MD
UNDERGRADUATE MEDICAL PROGRAM
Third Year
During the third year, students are able to evaluate patients in the emergency room setting as part of
the various surgical teams to which they are assigned during the basic surgical clerkship. They begin
to establish priorities for expedient formulation of differential diagnoses and prompt intervention.
Fourth Year
The Division of Emergency Medicine offers a one-month elective during the senior year. Under
direct supervision, the student functions as an intern, evaluating the patient by means of a
complete history and physical examination and appropriate laboratory studies. Faculty offer
monthly anatomic laboratories during which students learn minor procedures and suturing tech-
niques. Didactic sessions include lectures and teaching rounds. Each student spends one shift
riding an ambulance with Baltimore City paramedics.
GRADUATE STUDIES
The University of Maryland offers an accredited three-year residency program in emergency medi-
cine. Residents rotate through Mercy Hospital, the R Adams Cowley Shock Trauma Center, as
well as the University of Maryland Medical Center, which is the principal teaching facility for the
program.
Division of General Surgery
Professor and Chief
John L. Flowers, MD
UNDERGRADUATE MEDICAL PROGRAM
First Year
Faculty members of the Department of Surgery participate in the Structure and Development,
Neurosciences, and Functional Systems blocks of the first year of the undergraduate curriculum.
Third Year
Students are divided into groups for continuous assignment to individual patient services.
Selected patients are assigned to individual students who are expected to record a complete
history, the results of a physical examination and required laboratory studies. The differential
diagnosis, final diagnosis and recommendations for therapy must be developed. Operating room
participation, supervised direct patient care and attendance at outpatient clinics are required as
School of Medicine Departments 107
part of the emphasis on continuity of patient responsibility. The program is designed to provide
the student with a broad overview of the fundamentals of the discipline in the clinical environ-
ment by emphasizing contact with a wide variety of adult and pediatric patients. Clinical prob-
lems encountered usually include surgical infections, neoplasms, trauma, endocrine disorders,
vascular disease, gastrointestinal problems, metabolic disorders and congenital defects.
The student is responsible for a core curriculum of surgical knowledge. Emphasis throughout
the course is placed on problem solving through correlation of basic science information with clin-
ical diagnosis and management. Didactic instruction is provided through lectures, small discussion
groups, clinical conferences and grand rounds. Final evaluation is based upon clinical performance
and a comprehensive examination.
Fourth Year
The Department of Surgery offers four-week subinternships in general surgery at University of
Maryland Medical Center and the Baltimore Veterans Affairs and Mercy Medical Centers for those
students interested in a career in surgery or seeking to expand their knowledge of surgical science.
Various clinical electives in general surgery are offered at the University of Maryland Medical
System, Mercy Medical Center and York Hospital. Electives include general surgery, trauma
surgery, vascular surgery, transplantation surgery and surgical intensive care.
Senior students are expected to be an integral part of the surgical team. Under supervision, they
assume responsibility for initial patient evaluation in the clinics and emergency room, participate
in pre- and post-operative care, attend the operating room, participate in clinical conferences and
take night call.
GRADUATE PROGRAMS
A fully accredited residency in general surgery is based at the University of Maryland Medical
System, incorporating important clinical experience at Mercy Medical Center and the Baltimore
Veterans Affairs Medical Center. The program offers five years of clinical experience with graded
responsibility and one year of basic investigation. Additionally, a fellowship in surgical endoscopy
and laparoscopic surgery is available.
Division of Otolaryngology-Head and Neck Surgery
Associate Professor and Chief
Bert O'Malley, MD
UNDERGRADUATE MEDICAL PROGRAM
Third Year
The division provides an introduction to the diseases of the head and neck. Exposure to patients
with communication disabilities and impairments in hearing, speech or language also occurs.
Through lecture and direct tutorial instruction, students obtain clinical experience ultimately rele-
vant to a wide variety of fields, including family practice, pediatrics, general surgery, neurosurgery
and psychiatry, as well as otolaryngology-head and neck surgery.
Third-year students who elect otolaryngology-head and neck surgery as part of the surgical
clerkship are introduced to the care of patients with diseases of the ears, nose and throat.
Introductory speech pathology, auditory physiology and basic audiologic techniques are presented
to each group. Fundamental elements of otolaryngologic diagnosis and therapy are stressed.
108 School of Medicine
Fourth Year
A one-month elective in clinical otolaryngology-head and neck surgery is offered at the University
of Maryland Medical Center. The student functions as an integral member of the patient care
team.
GRADUATE STUDIES
A fully accredited four-year residency program in otolaryngology-head and neck surgery is offered
at the University of Maryland Medical Center. Residents must complete one year of general
surgical training prior to entering this program.
Division of Pediatric Surgery
Professor and Chief
J. Laurance Hill, MD
UNDERGRADUATE MEDICAL PROGRAM
Third Year
The Division of Surgical Services for Infants and Children aims to provide students with a
perspective on the unique problems encountered by families, physicians and nurses when caring
for patients with pediatric surgical illness, to teach management of these often complex problems
and to introduce the delicate surgical techniques developed especially for young patients.
As part of the basic surgical clerkship, students may elect to spend three weeks with the pedi-
atric surgical team. Each is assigned patients to evaluate preoperatively, to accompany to the oper-
ating room and to help manage during the postoperative period. Emphasis is placed on differential
diagnosis, embryology, anatomy and developmental pathophysiology. Patients range in age from
prematurity to adolescence. Exposure to the nursery, pediatric emergency room and intensive care
units is an integral part of the experience. Didactic instruction is provided in the operating room,
during teaching rounds, by case presentations and in conferences.
Fourth Year
During the senior year, students may choose a one-month elective on the pediatric surgery service
functioning, under supervision, as a subintern.
GRADUATE STUDIES
The University of Maryland Baltimore-Johns Hopkins University integrated training program in
pediatric surgery offers an accredited two-year residency. The program requires board eligibility in
general surgery with candidates applying during the fourth or fifth year of general surgery training.
This residency participates in a match program with 33 centers in the United States and Canada.
Division of Plastic and Reconstructive Surgery
Professor and Chief
Nelson H. Goldberg, MD
UNDERGRADUATE MEDICAL PROGRAM
As part of the basic surgical subspeciality clerkship, students may elect a rotation on the plastic
surgery service at the University of Maryland Medical Center. Emphasis is placed on learning the
principles of wound healing, wound care and reconstruction of post-traumatic or ablative defects.
Students are also introduced to the treatment of congenital abnormalities and cosmetic problems
School of Medicine Departments 109
in both the inpatient and ambulatory environments. Daily teaching rounds provide students with
an opportunity to participate in case presentations. Students accompany patients to the operating
room and attend all teaching conferences.
A one-month elective is available to senior students interested in plastic and reconstructive
surgery. Under supervision, the student functions as a subintern taking responsibility for pre- and
post-operative care of selected patients.
GRADUATE STUDIES
The University of Maryland Baltimore and Johns Hopkins University offer a combined three-year
residency program in plastic and reconstructive surgery. Each year, three residents enter this fully
accredited residency training program and, upon completion, are eligible for examination by the
American Board of Plastic and Reconstructive Surgery. Training takes place at the University of
Maryland Medical Center, the Johns Hopkins Hospital, the R Adams Cowley Shock Trauma
Center, Bayview Medical Center, Union Memorial Hospital, and the Baltimore Veterans Affairs
Medical Center.
Division of Thoracic and Cardiovascular Surgery
Professor and Interim Chief
Joseph S. McLaughlin, MD
UNDERGRADUATE MEDICAL PROGRAM
Third Year
The basic surgical clerkship includes a rotation on the cardiothoracic service. Students participate,
along with the resident staff, in all service activities, patient care responsibilities and teaching
conferences.
Fourth Year
The goal of the one-month senior elective in cardiothoracic surgery is to present, in a clinical
setting, the basic pathophysiologic principles of thoracic and cardiovascular surgery. The student
becomes an integral member of the patient care team and, under supervision, participates in the
capacity of an intern. Emphasis is placed on diagnosis and management of the patient with
surgical heart disease.
GRADUATE STUDIES
The three-year residency program is accredited by the Residency Review Committee of Thoracic
Surgery. Applicants must be eligible for the American Board of Surgery examination on admission to
the program. Residents are given an opportunity to assist and then perform all types of cardiothoracic
operative procedures, with a particular emphasis on adult cardiac and general thoracic surgery.
110 School of Medicine
Division of Transplant Surgery
Professor and Chief
Stephen T. Bartlett, MD
UNDERGRADUATE PROGRAM
Third Year
The basic surgical clerkship includes a rotation on the abdominal transplant service. Students
participate, along with the resident staff, in all service activities, patient care responsibilities and
teaching conferences.
Fourth Year
The goal of the one-month senior elective in transplant surgery is to understand and assist in the
management of patients with renal, pancreas and hepatic transplants. This includes the basic
understanding of immunosuppression, clinical immunology, the technical aspects of each proce-
dure, organ donation and removal and complications of transplantation. The students are exposed
to a large volume of patients and intense clinical service.
GRADUATE PROGRAM
An accredited fellowship program in transplantation surgery is available to candidates who have
completed residency training in general surgery. This one-year program is based at the University of
Maryland Medical Center. Fellows may elect to spend an additional year devoted to clinical research.
Division of Urology
Professor and Chief
Stephen C. Jacobs, MD
UNDERGRADUATE MEDICAL PROGRAM
The curriculum is designed to introduce urologic principles as they relate to preservation of health
through maximum renal function, normal urine storage and transport, an acceptable voiding
pattern, treatment and prevention of urinary infection, identification and management of
neoplasms of the urinary tract and male reproductive system and management of urolithiasis.
Instruction is also given on disorders of the male reproductive tract including infertility and distur-
bance in sexual function.
During the surgical subspecialties clerkship, students can elect a specialty rotation on the
urologic service at either the University of Maryland Medical Centerl or the Harbor Hospital
Center. Each student is assigned patients to evaluate, follow and present to members of the faculty.
Daily rounds and conferences are held. The students observe and participate in diagnostic and
operative procedures and attend the outpatient clinic.
Senior students may participate in a one-month elective in urology at the University of
Maryland Medical System.
GRADUATE STUDIES
The residency program consists of five years of urologic training following two prerequisite years
of general surgery. In addition to four years of clinical training, one year is devoted to basic inves-
tigation in the laboratories of the division.
School of Medicine Departments 111
Division of Vascular Surgery
Professor and Chief
William R. Flinn, MD
UNDERGRADUATE MEDICAL PROGRAM
Third Year
Vascular surgery is one of the core components of general surgery, and third-year medical students
rotate on the Vascular Surgery Service for periods of two-to-four weeks. Students are specifically
instructed on the performance of a thorough vascular examination, including the detection of
carotid artery disease, aneurysm disease, and extremity arterial occlusive disease. They are instructed
in the application of non-invasive vascular testing, including the bedside Doppler examination, as
well as more sophisticated duplex ultrasound scan diagnosis. During their operating room experi-
ence, students assist in performing of major vascular reconstructive surgical procedures.
Fourth Year
Fourth-year medical students may elect a one-month rotation on the Vascular Surgery Service.
During this time they are given responsibility for initial patient evaluation and assist in the planning
of diagnostic evaluation and therapeutic management. Students are given advanced instruction in the
performance and interpretation of noninvasive vascular testing, as well as evaluation of diagnostic
arteriograms. Senior students have increasing responsibility in the operating room to help develop
their technical skills. Students are also encouraged to participate in ongoing clinical research.
GRADUATE STUDIES
The Division of Vascular Surgery offers a fully accredited two-year residency position in General
Vascular Surgery. The first year of this program includes experience in the Vascular Research
Laboratory participating in ongoing primary research. The first year of the program also includes
dedicated experience in the Non-invasive Vascular Laboratory, where the trainee will acquire skills
in the performance and interpretation of all forms of non-invasive diagnostic testing. This prelim-
inary year also includes experience in performing endovascular therapies. The second year of
training is the clinical year, which is shared between the University of Maryland Medical Center
and the Baltimore Veterans Administration Medical Center. The trainee serves as the supervisory
resident on the Vascular Surgery Service, and is involved in the diagnostic evaluation, therapeutic
decision making, and performance of vascular surgical procedures.
112 School of Medicine
Programs
Program in Comparative Medicine
Director: Louis J. DeTolla Jr., VMD, PhD
Associate Professor, Departments of Pathology and Medicine
The Program in Comparative Medicine, established in 1989, studies the characterization of
animal models of human disease for biomedical research and the use of such models to advance
understanding of disease or biological processes. Comparative Medicine contributes to the School
of Medicine by providing accredited services for laboratory animal care through Veterinary
Resources, collaborative research, professional development of veterinary physicians and staff,
formal training of veterinarians in residence, and a resource for information and instruction on the
use of laboratory animals in research.
A three-year, full-time specialty training program in laboratory animal medicine is offered to
prepare residents for board certification in the American College of Laboratory Animal Medicine
(ACLAM). Applicants must have the DVM degree or equivalent from an accredited school of
veterinary medicine, three years of full-time clinical practice experience, demonstrated
interest/experience in laboratory animal species and research aptitude/experience. The program
trains veterinarians in clinical laboratory animal medicine, surgery, pathology, laboratory diagnos-
tics, husbandry, administration, legal aspects of animal care and use, and biomedical research, and
includes assignment to clinical and laboratory rotations, coursework, seminars and contributions
to scientific meetings. Research endeavors include vaccine development, transgenic animal
production, infectious diseases, gene therapy, diagnostics and medical primatology.
The program also provides veterinary medical services to the Dental School, the School of
Pharmacy, the University of Maryland Baltimore County and the Baltimore Veterans Affairs
Medical Center. In addition, there are active working relationships with the Baltimore Zoo, the
Comparative Medicine Division of Johns Hopkins University School of Medicine, Towson
University and the Gerontology Research Center of the National Institute on Aging. The director
serves as a member of the Animal Policy Committee of the National Aquarium in Baltimore and
directs an externship program for senior veterinary students of the Virginia/Maryland Regional
School of Veterinary Medicine. The director, also serves as director, University of Maryland
Baltimore Veterinary Resources and is responsible for the maintenance of campus accreditation by
the Association for the Accreditation and Assessment of Laboratory Animal Care (AAALAC)
International. Faculty have primary academic appointments in various clinical and basic science
departments and secondary appointments in Comparative Medicine.
Program in Complementary Medicine
Director: Brian M. Berman, MD
Professor, Department of Family Medicine
The mission of the Program in Complementary Medicine is to evaluate the scientific foundation
and efficacy of complementary/alternative medicine and explore its integration into mainstream
medicine through an evidence-based framework. Designated as a program within the School of
Programs 113
Medicine in 1997, the unit was started in 1991 and was formerly a division within the
Department of Family Medicine. The program has been continuously involved in four overlap-
ping spheres of activity: research, education, database and literature evaluation and clinical care.
Over the past three years the program has also been home to a National Institutes of Health center
grant for research in complementary medicine and pain.
The research activities of the program include: a) basic science investigations of the mechanism
of action of complementary therapies, b) investigation of the efficacy, safety and cost effectiveness
of complementary therapies, with special interest in dysfunction or illness from chronic pain and
stress, using randomized control trials, clinical trials and outcome study designs, and c) surveys of
the attitudes and clinical behaviors of various physician groups toward complementary therapies,
which has significant implications for consumer options. In an effort to collect and evaluate the
existing literature in complementary medicine and pain, the program has developed a database
called CAMPAIN of all relevant citations in this area, and team members are involved with system-
atic reviews and meta-analyses. In addition, the program serves as the coordinating center for the
complementary medicine field of the Cochrane Collaboration, an international effort to systemat-
ically review and update medical therapies. The faculty of the program is strongly committed to
collaboration on scientific research within our own institution and with institutions nationally and
abroad.
The program also provides an integrative medical clinic where patients are offered a broad range
of treatment options that include conventional and complementary treatments. Complementary
therapies included at the clinic range from traditional Chinese medicine and acupuncture, to
homeopathy and mind/body therapies. The diagnoses seen in the clinic are primarily pain-related
and include arthritis, fibromyalgia, headaches, chronic back and neck pain, with a smaller amount
of cancer- related and neurologic pain. Clinical service contacts are tacked longitudinally to provide
regular feedback to practitioners of treatment plan outcomes and to provide preliminary data for
more formalized research protocols such as clinical trials.
The purpose of our education program is to increase the medical profession's knowledge of
complementary medicine and review the safety and efficacy of various complementary therapies.
Educational initiatives include a fourth-year medical school survey course, Introduction to
Complementary Medicine, offered as an elective. In addition, complementary medicine lectures
are offered as part of the required third-year family medicine core residents' training, bringing in
experts in complementary medicine from across the country. A visiting professor series was intro-
duced in 2000 and aims to build links with clinicians and researchers in other countries.
Program in Human Genetics
Director: Vacant
The Program in Human Genetics accentuates graduate, medical and post-graduate education in
genetics with emphasis on molecular and computational genetics. Both master's and doctoral
programs are available. In addition, there is a board certified master's program in genetic coun-
seling. Positions are available for post-doctoral fellows in genetics or for MD fellows from special-
ized fields in medicine or pediatrics who wish to learn genetics as applicable to their fields of
interest. State-of-the-art technology for sequencing, polymorphism detection and gene expression
projects are available to members of the program in addition to computer facilities for bioinfor-
matics and genetic analysis. There are numerous researchers from multiple departments working
in genetics and the aim of the program is to provide a format for interaction and collaboration.
114 School of Medicine
Program in Neuroscience
Director: Michael T. Shipley, PhD
Professor and Chairman, Department of Anatomy & Neurobiology
The University of Maryland Baltimore offers an inter-disciplinary program of study leading to a
PhD degree in neuroscience. The program offers research training in a wide range of brain
sciences, including cellular, molecular and integrative neuroscience. Research training programs
investigate a wide range of issues, at levels ranging from ion channels and single cells to complex
subsystems of the mammalian brain and regulation of behavior. These include studies focusing on
Biological Mechanisms of Learning & Memory, Synaptic Physiology & Plasticity, Developmental
Neurobiology, Pain Mechanisms, Neuroprotection & Brain Injury, Mechanisms of Dementia and
Psychiatric Disorders, Brain and Reproductive Function, Genetic Basic of Brain Functions, Taste
and Smell, Drug Discovery, Neuromuscular Functions & Disorders.
There are over 80 faculty members in the Program in Neuroscience. These faculty members are
widely recognized as experts in neuroscience research and the treatment of neurological disorders.
They function in state-of-the-art research and clinical facilities. In addition, they compete success-
fully for high levels of national grant funding. Faculty members have numerous collaborative
teaching and supervisory interactions, which provide cohesiveness to the program and abundant
opportunities for students, residents and fellows to obtain experience in interdisciplinary neuro-
science studies. With over 35,000 square feet of space in laboratories of the participating faculty
and more than 4,000 square feet of common equipment rooms, the Program in Neuroscience
facilities include all the basic equipment needed for electrophysiological, optical, ultrastructural,
immunological and molecular neurobiological studies.
Program faculty employ a wide variety of state-of-the-art techniques. At the molecular level
investigators study the structure, function and membrane organization of ion channels and neuro-
transmitter receptors. Using in vitro techniques (e.g., tissue culture and brain slices), investigators
study intrinsic cellular properties as well as interactions between cells in simple cell assemblies or
systems with various techniques: electrophysiology (patch clamp, single channel, intracellular),
functional imaging (calcium imaging, voltage-sensitive dyes), cell biology ("caged" compounds,
confocal microscopy, immunocytochemistry, histochemistry), and molecular biology (DNA
cloning, gene transcription, oocyte expression and transgenic mice). Neurochemical methods are
used to investigate the activation of neurotransmitter receptors, second messenger production and
the sequelae of these processes. Sensory systems (vision,, audition, olfaction, pain, touch and taste)
are studied with electrophysiological, behavioral and neuroanatomical techniques. At complex
organizational levels, investigators study hormonal control of gene expression in the regulation of
sexually dimorphic behaviors, neuronal cell death and the neurobiological basis of psychiatric
illnesses. Behavioral and imaging (fMRI) studies in humans address the neurobiology of speech
and language disorders, and pain mechanisms.
The inter-departmental Program in Neuroscience has laboratories located in the Medical,
Dental and Pharmacy Schools, and the Maryland Psychiatric Research Center. Program faculty
have numerous collaborations, which provide abundant opportunities for students to obtain expe-
rience in interdisciplinary neuroscience studies.
PROGRAM OF STUDY
The graduate curriculum is tailored to meet each student's research interests and career goals. The
training program stresses hands-on experience in a wide variety of state-of-the art approaches and
techniques. This experience is gained through a series of rotations in different laboratories, to gain
familiarity with various techniques and scientific environments.
Programs 115
All students complete a one-semester "Introduction to Neuroscience" course and a course in
biostatistics. The program offers a wide variety of advanced courses, covering all areas of modern
neuroscience research. In addition, students participate in journal clubs and seminars. First-year
students also attend Professor's Rounds in Neuroscience, an informal series of talks by faculty
designed to introduce the faculty and their research interests. The program offers a variety of activ-
ities designed to advance students' career development, including courses on writing grant appli-
cations and scientific papers, communication skills, and instruction on employment opportunities
in academia, industry and science policy and administration.
Laboratory rotations and coursework are completed by the end of the second year in the
program, at which point the student will have selected a faculty mentor and dissertation labora-
tory. Successful completion of a qualifying exam at the end of the second year enables the student
to advance to candidacy for the PhD degree. As a PhD candidate, the student's primary focus is
on research, with continued attendance at journal clubs and seminars.
FINANCIAL ASSISTANCE
Students accepted into the program receive financial support from NIH-funded training grants
and from University of Maryland Baltimore sources. Stipend amounts for 1999-2000 were
$16,000 - $18,000, plus tuition remission and student health insurance. Financial support is avail-
able for the duration of time required to complete the PhD, which typically takes four to six years.
There are currently no teaching requirements for graduate students, although teaching opportu-
nities are available for qualified, interested students.
HOW TO APPLY
Successful applicants have a bachelor's degree with training in an appropriate major field, strong
letters of recommendation, and high GPAs and GRE scores. International students must take the
Test of English as a Foreign Language (TOEFL) exam. Although applications are reviewed
throughout the year, students are encouraged to apply early. Admission to the program is highly
competitive, and acceptances are made as qualified candidates are identified.
Application forms can be obtained by contacting the program administrator via e-mail at
neurosci@umaryland.edu. Alternatively, you can fill out the on-line inquiry form (http://neuro-
science.umaryland.edu/inquiry_forni.htni) and we will send you an application, or you can go
directly to the official graduate admission form (http://www.acaff.usmh.usmd.edu/gradapp/) and
fill out an on-line application.
Program in Oncology
Director: Sanford A. Stass, M.D.
Professor and Interim Chair, Department of Pathology
Within the School of Medicine and the other UMB schools, the program in Oncology and the
University of Maryland Greenebaum Cancer Center serve to facilitate cancer-related activities on
campus. The Program in Oncology is the academic core of the Cancer Center and is based in the
School of Medicine. Faculty members of the program recognize a level of excellence in, and dedi-
cation to, cancer-related teaching, research, patient care and community outreach activities. The
Program in Oncology members have academic appointments in various clinical and basic science
departments of the School of Medicine and other UMB schools, such as Pharmacy, Dentistry,
Social Work, and Nursing. Activities of the Program in Oncology include basic and translational
cancer research, student and house officer teaching, and a strong focus on new therapies in both
an inpatient 40-bed unit and outpatient setting. In addition to full-time attending services on
medical oncology and hematology, Cancer Center members participate in multidisciplinary clin-
116 School of Medicine
ical programs centered around specific cancers (e.g. breast, thoracic, genitourinary, gynecologic,
head and neck, gastroenterologic and hematologic malignancies) with specialists from surgical and
radiation oncology to provide integrated care for the cancer patient.
The University of Maryland Greenebaum Cancer Center has substantial NCI/NIH funding
and is one of only six National Cancer Institute planning centers. The Cancer Center is a strong
participant in new drug development and trials, and is one of only a few cancer centers with an
NCI Phase I Clinical Trials grant. Virtually every important drug in use in oncology today has
been tested in this program. The Cancer Center has also established strong programs in Molecular
and Structural Biology, Viral Carcinogenesis, Aerodigestive Cancers, Breast Cancer, Prostate
Cancer, and Cancer Prevention and Control. The members have a strong commitment to intra-
and inter-institutional cooperative cancer research.
Students and residents participate in weekly grand rounds and conferences, and students are
encouraged to become involved in research projects with Program in Oncology members. Fellows
at the Cancer Center work closely with senior faculty physicians and benefit from a comprehensive
training and research environment. The Fellowship Program is a joint activity of the Cancer Center
and the Division of Hematology/Oncology of the Department of Medicine at the University of
Maryland School of Medicine. During the program, fellows receive intensive clinical training in a
wide range of malignancies and support for independent, clinical and basic research projects.
Program in Trauma
Director: Thomas M. Scalea, MD
Professor, Department of Surgery
The Program in Trauma is organized as a multidisciplinary clinical, educational and research
component within the School of Medicine. The program's core service includes general surgery,
critical care, orthopaedics, plastic surgery, anesthesia, infectious disease and hyperbaric medicine.
The R Adams Cowley Shock Trauma Center is defined in Maryland law as the "core component
of the state's emergency medical system and shall continue to serve as the state's primary adult
trauma clinical resource center" for Maryland's comprehensive system of emergency services. The
center is designated by Maryland Institute for Emergency Medical Services Systems (MIEMSS) as
the Primary Adult Resource Center (PARC) and serves as the statewide referral site for patients
with multisystem injury, acute complex orthopaedic injury, spinal cord and column injuries, brain
injury, hyperbaric medicine therapy and patients who are at risk for multiple organ dysfunction.
Shock Trauma serves as Maryland's principle teaching site for training physicians and allied
professionals in the care of traumatic injury. The trauma/critical care training program involving
the trauma teams and all other specialty services includes students and residents from a variety of
prestigious schools and programs across the country. Students and residents participate in patient
care, core curriculum lectures, case conferences and weekly grand rounds. Students and residents
are also given the opportunity to participate in clinical research trials.
UNDERGRADUATE MEDICAL PROGRAM
Third Year
GSUR 530. A one-month trauma team rotation is required as part of the basic surgical clerkship.
Students participate under supervision in the clinical resuscitation, diagnosis, and management of
trauma and emergency medicine.
Fourth Year
GSUR 546 01. Senior students may elect a one-month elective on the trauma surgery team.
Programs 1LL1
GRADUATE PROGRAMS
In conjunction with the Department of Surgery, an approved surgical critical care fellowship is
offered with three months on the trauma surgical team and rotations through all the UMMS inten-
sive care units. Successful completion leads to eligibility for a certificate of added qualification in
surgical critical care. An approved orthopaedic trauma fellowship is also offered at the Shock Trauma
Center. Finally, a one-year fellowship in trauma anesthesia is offered. Over the past two decades,
graduates of these fellowships have become leaders in trauma across the country and abroad.
118 School of Medicine
Organized Research Centers
Center For Research on Aging
Co-Directors: Andrew P. Goldberg, MD, Professor, Department of Medicine &
Jay S. Magaziner, PhD, MS Hyg., Professor, Department of Epidemiology and
Preventive Medicine
The Center for Research on Aging was established in 1998 under the leadership of Andrew P.
Goldberg, MD, and Jay S. Magaziner, PhD, MS Hyg. The Center interfaces with and comple-
ments existing efforts of investigators in gerontology and geriatric medicine to develop research,
educational and clinical programs which nurture and expand research and research training in
aging, and it is committed to developing and implementing collaborative research and training in
the critical areas at the University of Maryland campuses.
The mission of the Center for Research on Aging is to enhance the involvement and collabo-
ration among interprofessional faculty in the conduct of research in aging, and to expand the
conduct of interdisciplinary research training in gerontology through collaborations of investiga-
tors in gerontology at the University of Maryland Baltimore's health professional schools, the
University of Maryland Baltimore County and the University of Maryland College Park. To
accomplish these goals, the Center coordinates research and research training in those areas of
gerontology which transcend traditional disciplinary lines and are amenable to an interdisciplinary
approach. The Center has created, facilitated and expanded collaborations among investigators to
further the development of academic excellence in key areas of clinical, epidemiological, basic-
biomedical, mental health, legal-ethical, health services and population-based research in aging.
This has amplified and enriched these areas, provided outstanding research training and educa-
tional opportunities for students, trainees and health professionals, and enhanced the delivery of
multidisciplinary geriatric care.
The Center for Research on Aging emphasizes research and training in primary and secondary
aspects of aging, epidemiology and health services research, the pathogenesis and treatment of
chronic diseases in the elderly, and the processes and mechanisms by which the health status of the
elderly can be improved through innovative translational clinical research. The Center optimizes
the use of resources by building on the strengths of existing funded initiatives in aging research at
the University of Maryland. These include the state funded Gerontology and Geriatrics Education
and Research (GGEAR) Program, the Baltimore Hip Studies, the Department of Veterans Affairs
Geriatric Research, Education and Clinical Center (GRECC), the Maryland Long-Term Care
Project, the National Study of Osteoporotic Fractures, and federally funded research training
(T32) programs in exercise physiology and metabolism research, the epidemiology of aging, and
primary care research. The Center also has prepared several large data resources such as the
Medicare Beneficiaries Survey and Stroke Registry, that can be used to address targeted areas of
research and design new projects. The Center is committed to promoting research and research
training in the foci of these initiatives: 1) exercise rehabilitation in functionally limited older
patients; 2) the epidemiology of hip fracture; 3) the secondary prevention of coronary heart disease
through health promotion and disease prevention programs in exercise, nutrition and smoking
cessation; 4) the epidemiology of long-term care in the elderly residing in residential and assisted-
living sites; 5) the epidemiology of stroke; 6) mental health and neurocognitive function; 7) health
services and quality of life research; and 8) interdisciplinary geriatric teams. In these areas of geri-
Organized Research Centers 119
atric research the Center promotes interdisciplinary research among faculty with similar interests,
and supports pilot studies by trainees and junior faculty to enhance their competitiveness for peer-
reviewed funding in gerontology.
Membership in the Center for Research on Aging is open to faculty, fellows and trainees
engaged in research on aging at UMB and affiliated campuses, as well as members of academic
institutions in Maryland who have major professional interests in gerontology and are involved in
collaborative research in the Center. The Center's administrative infrastructure supports and
fosters academic interactions and collaborations among faculty, and assists investigators in the
development of new research projects and grants for peer-reviewed funding. Center members
meet regularly to discuss and develop research projects, and benefit from the interdisciplinary
approach of Center leadership to the conduct of innovative research, education and research
training in gerontology.
Center For Health Policy/Health Services Research
Director: Claudia R. Baquet, MD, MPH
Associate Dean, Office of Policy and Planning &
Associate Professor, Department of Epidemiology and Preventive Medicine
The Center for Health Policy/Health Services Research provides epidemiologic/biostatistical
support, quality improvement study design and evaluation, disease management program support,
National Committee for Quality Assurance survey preparation, health outcomes studies, low
literacy patient education and outreach, Medicare patient compliance studies, patient and provider
surveys, and research related to rural and urban health, underserved populations and minority
health care. The Center has completed health services research projects for the Maryland
Department of Health and Mental Hygiene and other agencies and conducted quality improve-
ment studies for the managed care industry. In addition, the Center has established community
outreach research and education networks in urban and rural Maryland, influenced national and
state health care policy and established telemedicine research and clinical programs in underserved
areas.
The Center established the Computer Assisted Telephone Interviewing (CATI) Facility, a tech-
nology that has applications in survey research, outcomes measurement and patient compliance,
enrollment and recruitment to clinical trials. Based in the School of Medicine, the Center is a
campus-wide, multidisciplinary organized research center which involves faculty from depart-
ments throughout the University's six professional schools.
Mission Statement
To assess the changing health needs of Maryland citizens and the nation, to conduct analyses and
develop policy related to state, city and national health care services, financial and economic cost, clin-
ical outcomes, efficacy, equity and the impact of reimbursement on patient and provider behaviors.
To stimulate, support and conduct interdisciplinary health policy and health services research.
120 School of Medicine
Center for Health Promotion and Disease Prevention
Co-Director: Stephen Havas, MD, MPH, MS
Professor, Department of Epidemiology and Preventive Medicine and
Associate Professor, Department of Medicine
The mission of the Center for Health Promotion and Disease Prevention is to serve as the
University's central focus for community-based health promotion and disease prevention research
activities. The primary focus of the Center's research is the prevention of heart disease, cancer and
stroke. Multidisciplinary faculty research teams from the schools of medicine, nursing, dentistry,
pharmacy and social work, the University of Maryland, College Park and the University of
Maryland Baltimore County participate in a variety of research projects aimed at reducing risk
factors for heart disease, cancer and stroke. Risk factors being addressed include unhealthy nutri-
tion, high blood cholesterol, obesity, physical inactivity, smoking and high blood pressure. Funding
for this research has been obtained from the National Cancer Institute, the National Heart, Lung
and Blood Institute, the Maryland Department of Health and Mental Hygiene and other agencies.
Other ORC faculty conduct health promotion research in areas ranging from maternal and
child health to substance abuse to oral health. This ORC seeks to integrate and expand the large
base of University research activities in these areas currently being conducted by core ORC faculty.
This research also spans the five health care professional schools.
Research activities are carried out in a variety of community-based settings such as schools,
worksites, churches, Special Supplemental Nutrition Program for Woman, Infants, and Children
(WIC) sites, senior centers, hospitals and other health care facilities. Medical and other health care
professional student involvement in research project activities is encouraged. This ORC is co-
sponsored by the Schools of Medicine and Nursing.
Center For Vaccine Development
Director: Myron M. Levine, MD, DTPH
Professor, Departments of Medicine, Microbiology and Immunology, and Pediatrics
The Center for Vaccine Development (CVD), an Organized Research Center, is dedicated to
research, training, clinical consultation and public health consultation in the broad field of vacci-
nology. CVD faculty hold primary appointments in the departments of medicine, pediatrics, or
microbiology and immunology. The CVD has four primary missions.
The first is to foster and carry out superior, state-of-the-art, peer reviewed, innovative, multi-
disciplinary research on all aspects of vaccinology including:
• Basic research (e.g., pathogenesis, engineering of vaccine candidates, fundamental studies
of immune response, studies of host-pathogen interaction);
• Clinical research (e.g., Phase 1 and 2 clinical trials assessing the safety, immunogenicity, trans-
missibility, etc., of vaccine candidates in pediatric, young adult, geriatric and special risk
populations; intensive measurement of serum, mucosal and cell-mediated immune responses);
• Epidemiologic research and field studies (e.g., large-scale, randomized, controlled field
trials to assess vaccine efficacy and effectiveness; serosurveys; prevalence surveys of
pathogen carriage; cohort studies quantifying the occurrence and relative importance of
known and newly discovered pathogens).
This dominant mission of the CVD requires a multidisciplinary approach to the development
and testing of new and improved vaccines. In total, 28 full-time faculty and two adjunct faculty
(18 MDs, 8 PhDs, 4 MD/PhDs) and approximately 60 staff members work in the Baltimore
Organized Research Centers 121
complex. Approximately 90 percent of their salary support comes from competitive grants and
research contracts, especially from the NIH, which, in fiscal year 2000, awarded CVD investiga-
tors over $1 1.5 million in grants and contracts.
Field research is carried out at several sites around the world, most recently including Indonesia,
Mali and Malawi. Of particular importance is CVD-Chile, a research group that has undertaken
epidemiologic and clinical research in Santiago, Chile, over the past 20 years.
The second mission of the CVD is to train medical and graduate students, post-doctoral fellows
and visiting scientists within the broad discipline of vaccinology. Several CVD faculty hold
secondary appointments in departments with graduate programs such as microbiology and
immunology, and epidemiology and preventive medicine, allowing them to serve as graduate
student mentors. Medical students often perform short-term research internships in CVD labora-
tories or field sites. The CVD currently holds two NIH-supported training grants.
The CVD's third mission is to provide consultations in the area of clinical vaccinology, advice
on immunizations for infants and children, travelers, pregnant women, and immunocompromised
hosts, especially through our Traveler's Health Service, an outpatient clinic.
Finally, the CVD provides expert consultantships or committee membership to national and
international agencies (e.g., National Institutes of Health, Food and Drug Administration, World
Health Organization), foreign Ministries of Health and industry.
122 School of Medicine
Endowments and Gifts
Chairs
Dr. Herbert Berger Chair in Medicine
John Zimmerman Bowers, M.D.
Professorship and Dean's Chair
Dr. Robert W. Buxton Chair in Surgery
Cobey Chair in Neonatology
Dr. John M. Dennis Chair in Diagnostic
Radiology
Dr. Martin Helrich Chair for Anesthesiology
Maxwell Hurston, M.D. Chair in
Orthopedic Surgery
Francis X. Kelly Chair in Trauma Surgery
James Lawrence Kernan Professor and Chair
of the Department of Orthopedics
Moses Paulson, M.D. and Helen Golden
Paulson Chair in the Division of
Gastroenterology
Linda and Kenneth Pollin Chair in Pediatric
Cardiology
John A. Scholl, M.D. Chair in Pediatrics
Raymond K. Thompson, M.D. Chair in
Neurosurgery
Dr. Theodore E. Woodward Chair in
Medicine
John D. Young, Jr. Chair in Urology
Professorships
Anonymous Professorship in Surgery
Anonymous Professorship in Pediatric
Medicine
Dr. William H. Crim Professorship and
Scholarship
Professorship in Dermatology
Simon and Bessie Grollman Distinguished
Professorship
Pamela Rose Hevey Professor of Neurological
Surgery
Myron M. Levine, M.D. Professorship in the
Center for Vaccine Development
Louis O.J. Manganiello, M.D. and Benjamin
Hall Smith, M.D., Professorship in
Neurosurgery
Dr. Christian and Corrine Richter
Professorship in Obstetrics and
Gynecology
Albert Shapiro, M.D. Endowed Professorship
in Dermatology
Celeste Lauve Woodward, M.D.
Professorship in Humanitarian and
Ethical Medical Practice
Visiting Professorships
Dr. Ruth W. Baldwin Visiting Professorship
in Pediatrics
Ipolitas Benedict Bronushas, M.D. Visiting
Professorship in Family Medicine
Dr. Joseph B. Ganey Visiting Professorship
in Surgery
Dr. Aaron I. Grollman Visiting Professorship
in Basic Medical Sciences
Charles M. Henderson, M.D. Visiting
Professorship
Albert R. Winner Visiting Professorship
Lectureships
Dr. Daniel J. Abramson Lectureship
Dr. Thurston R. Adams Memorial Lecture
Alice Messinger Band Lecture
Dr. Herbert Berger Lectureship
Dr. Robert W Buxton Lectureship
Dr. Harry and Mitzie P. Cohen Lectureship in
Obstetrics-Gynecology and Anesthesiology
M. Carlyle Crenshaw, Jr., M.D.
Memorial Lectureship
Charles Reid Edwards Lecture
Lecture in Emergency Medicine
Abraham H. Finkelstein, M.D.
Memorial Lectureship
Endowments and Gifts 123
Dr. Julius Friedenwald Lecture
Charles Getz, M.D. Memorial Lecture
Dr. Edmund Goidl Immunology
Lecture Fund
Grollman Lecture Fund
F. Albert and Mary E. Haase Lectureship
in Otolaryngology
Freida B. Hildenbrand Lecture in
Alzheimer's Disease
Dr. Harry C. Hull Distinguished Lectureship
Dr. Jack Allen Kapland Lectureship
James P. Keogh, M.D. Occupational
Medicine Memorial Fund
Bernard S. Kleiman, M.D. Lecture
Stephen E. and Jeffrey A. Kleiman
Lectureship
Dr. Leon A. Kochman Clinical Lectureship
Dr. John C. Krantz Lectureship
Dr. Frank C. Marino Distinguished
Lectureship in Surgery
Dr. and Mrs. Howard B. Mays Lectureship
in the History of Medicine and/or
Medical Ethics
Dr. Jerome K. Merlis Memorial Lectureship
in Neuroscience
Nicholas C. and Helen K. Mueller
Surgical Lectureship
Dr. Daniel A. Nachshen Memorial
Lecture in Physiology
Dr. Maurice C. Pincoffs Fund
Plastic Surgery Distinguished Lectureship
The Distinguished Puerto Rican Lectureship
Isadore A. Siegel Lecture
Dr. Harry L. Sponseller Memorial
Distinguished Lectureship
Dr. Samuel Steinberg and Dr. H. Boyd Wylie
Lectureship
Taylor Lectureship in Neurology
and Psychiatry
Dr. Isadore Tuerk Annual Lectureship on
Alcoholism and Other Drug Dependencies
Dr. Henry J. Walton Distinguished
Lectureship in Radiology
Dr. H. Leonard Warres Lectureship
in Radiology
Dr. George H. Yeager Distinguished
Lectureship
Reverend Dr. Gibson J. Wells Lectureship
Fellowships
Anonymous Fellowship in Surgery
Dr. James G. Arnold Memorial Fellowship in
Neurosurgery
Dr. and Mrs. Frederick J. Balsam Student
Fellowship in Rehabilitation Medicine
Leslie B. Barnett, M.D. Memorial Student
Fellowship in Neurology
Jeffrey Ivan Bennett Fund
Dr. Paul R. Brown Research Fellowship
Jessie M. Cook Research Fellowship in
Circulatory Disease
Isaac E. Emerson Fellowship in
Pharmacology
Dr. Jose R. Fuentes Memorial Student
Fellowship in Obstetrics and Gynecology
Dr. Aaron I. Grollman Memorial
Postdoctoral Fellowship in Surgery
Harry Gudelsky Fund
Charles M. Hitchcock Fund
Dr. Howard C. Silver Memorial Student
Fellowship in Family Medicine
Dr. Harry Shelly and Mrs. Helen Shelly
Fellowship in Urology
John F.B. Weaver Fellowship
Awards
Class of 1 966 Junior Prize for Excellence
in Academics
W. Wayne Babcock Award in Surgery
James E. Bond Memorial Fund
Louis, Ida and Samuel Cohen Awards
Douglass Award
Dr. A. Bradley Gaither Memorial Prize
Sheldon E. Greisman, M.D. Prize in
Medical Physiology
Dr. Jeremy Hallisey Prize Fund
Dr. Leonard M. Hummel Memorial Award
William D. Kaplan, M.D. Award
Elizabeth G. Macauley Memorial Award
for Outstanding Clinical Proficiency
Kenneth L. Malinow, M.D. Memorial Prize
William H. Mosberg, Jr., M.D. Award
for Neurosurgery
Scharling Memorial Award
John W Turner, M.D. Memorial Prize
124 School of Medicine
Dr. Henry F. Ullrich Educational Prize
Dr. Samuel Weinberg and Frances Weinberg
Loeb Award
Dr. Hans R. Wilhelmsen Award
for Excellence in Surgery
Theodore E. Woodward Prize in
Internal Medicine
William Yudkoff, M.D. Memorial Award
Research Funds
Linda Baron Fund
Andrew N. and Florence Baur
Transplant Research Fund
Dr. Jeffrey Benner Ophthalmology
Research Fund
Frank C. Bressler Reserve Fund
Clinical Research Support Fund
William P. Cole, Jr. Memorial Research Fund
Myer and Etta Dana Fund
Department of Family Medicine Fund
Diagnostic Radiology Fund
Dr. Francis and Margaret B. Ellis
Memorial Fund
John Edgar Faber Fund for Cancer
and Heart Research
Andrew H. Foster, M.D. Research
and Clinical Investigation Fund
Dr. James Frenkil Fund
Charles Frick Research Fund
Julius Friedenwald Research Fund
for Medical Investigation
Malcolm L. Friedman Fellowship Fund
Doris N. and Sylvan Frieman Perinatology
Research Fund
Dr. Maurice H. Givens Fund
Louisa H. Goldstein Research Fund
in the Division of Rheumatology
Dr. John C. Hemmeter Fund for
Research in Physiology
H. McKee Jarboe Fund for Mental Health
Mary Gray Munroe Memorial Fund
Bert F. Morton, M.D. Transplant
Research Fund
Multiple Sclerosis Research
Development Fund
Neurosurgery Fund "B"
Neurosurgery Fund "G"
Department of Neurosurgery Research Fund
Dona and Katie Oken Memorial Fund
for Cancer Research
Thomas W. Pangborn Research Fund
Charles E. Parker, M.D. Research
Fund in Pediatrics
Pediatric Outpatient Clinic Fund
The Pulmonary Education and
Research Fund
Research and Education Fund
Richard D. Richards, M.D. Research Fund
J.M.H. Rowland Fund for Research
and Education in Obstetrics
William Donald Schaefer Cancer
Research Fund
The Schramek Fund for Alzheimer's
Disease Research
The Schramek Fund for Cardiology Research
The Schramek Fund for Diabetes Research
Sigma-Tau Fund in Neuroprotection
Research
Fern Tauber Memorial Fund
Mark Thumim, M.D. Research Fund
in Ophthalmology
John L. Whitehurst Fund
Sara A. Whitehurst Fund
Unrestricted and Other Funds
Anonymous Endowed Fund in the
Department of Surgery
Dr. Burt J. Asper Memorial Fund
Dr. David H. Barker Endowed Fund
Aliya Berger Memorial Fund
Cell Biology Fund
Children's Residential Service Program
Dr. Thomas B. Connor Fund
Controversies in Congenital Heart Surgery
David M.R. Culbreth Fund
Dean's Academic Development Fund
Dean's Colloquium Fund
Dean's Office Endowment Fund
Dean's Support Fund
Isaac Cockey Dickson Memorial
Dr. Francis and Margaret B. Ellis
Memorial Fund
Martha V. Filbert Radiation Center Fund
Dr. Jacob E. Finesinger Memorial Fund
Fund for Excellence
Fund of the Faculty of Physics
Endowments and Gifts 125
Charles Getz, M.D. Fund for Computer
Learning Center
Evelyn Glick Faculty Enrichment Fund in
Basic Sciences
Dr. Edmond A. Goidl Memorial Fund
Benjamin H. Inloes, Jr., M.D. Dean's
Discretionary Fund
Nancy Kowalewski Memorial Fund
Jacob B. and Shirley K. Mandel Fund
School of Medicine Fund
Dr. W.C. Meloy Memorial
Maryland Emergency Medical Services
Endowment
MIEMSS Library Fund
Addison E. Mulliken Fund
No Name Fund
Noxell Medical School Fund
Perl Foundation Endowed Fund
Elizabeth R. Robinson Fund for the
University of Maryland Cancer Center
Elizabeth R. Robinson Fund for the
Department of Dermatology
David R. Solomon Memorial Fund
Dr. Homer U. Todd Fund
Lois A. Young-Thomas Memorial Fund
Endowments funding scholarships, student loan funds and other student prizes and awards are
listed in the Financial Information and Academic Information sections.
The John Beale Davidge Alliance
Alumni and friends who make contributions to the School of Medicine of $10,000 and above are
recognized as members of the John Beale Davidge Alliance, a permanent recognition society
named after the School's founder and first dean. There are two honors levels within the Alliance:
the Silver Circle, for gifts of $25,000-$49,999 and the 1807 Circle, for contributions of $50,000
and above. The exceptional support provided by these individuals enables the school to continue
the tradition it began in 1807, of educating physicians and providing care for patients.
126 School of Medicine
University and Medical School Funds
University Grants: Need based grants awarded by Financial Aid Office
Dean's Scholarship: Funds provided by the School are awarded primarily to non-resident students.
Medical Alumni Association: Interest-free loans are available to students on the basis of financial need.
Private and Endowment Funds: From bequests and private donations, the School of Medicine has
established private and endowment accounts to provide fellowships, scholarships and loans for
students on the basis of their academic achievement and financial need. The amounts of these
fellowships, scholarships and loans vary and are awarded on an annual basis in accordance with
school policy.
The availability of support from each of the funds listed below is dependent upon the income
generated. Moreover, since many of the funds are governed by specific provisions set forth by the
donors, awards must be made accordingly.
SCHOLARSHIPS
Dr. Daniel J. Abramson Scholarship
A.P.P.M. Auxiliary Inc. Scholarship
Balder Scholarship
Arnold S. Blaustein, M.D. Scholarship
James E. Bond Memorial Fund
Dr. Robert W. Buxton Student Aid Fund
Percy M. Chaimson Memorial Scholarship
Church Home and Hospital Medical Staff Scholarship
Class of 1969 Scholarship Fund
Israel and Cecilia E. Cohen Scholarship
Dr. William H. Crim Professorship and Scholarship
John Joseph Darrell, M.D. and John Charles Darrell, M.D. Scholarship
Isaac C. Dickson Memorial Scholarship
Winnie and George Dodge Fund
Marcia Thomas Duncan Medical Scholarship
Dr. A. Lee Ellis Scholarship
Arthur Wright Erskine Scholarship
Dr. John E. Esnard Endowment
Lester M. Fox, M.D. Scholarship
Sharon Fox Scholarship
Samuel Leon Frank Scholarship
Sylvan and May Frieman Scholarship
Dr. Morris Funk Scholarship
Milton Ginsberg Scholarship
Elvin and Florence Gottdiener Scholarship
Harry Gudelsky Fund
University and Medical School Funds 12 7
Horace Bruce Hetrick Scholarship
Hermione M. Hicks Scholarship
Margaret A. Hicks Scholarship
Charles M. Hitchcock Scholarship
Donald J. Hobart Scholarship
G. D. Jackson Scholarship
Leo Karlinski Scholarship
Elsie Larrimore Scholarship
Dr. Maurice Levinsky Scholarship
Dr. Emmett E. and Mrs. Ruth A. Light Scholarship
Dr. Alexander J. and Clara Maysels Scholarship
Dr. James N. McCosh, Jr. Memorial Scholarship
Medical Alumni Association Scholarship
Mitchell Family Scholarship
Nataro Family Scholarship
Frederick Norman Nichols, M.D., Anne Garey Nichols,
and Edwina Nichols Justin Scholarship
Elain Miye Otani Memorial Scholarship
Marvin S. Piatt, M.D. '56 Scholarship
Dr. Joel Renbaum Scholarship
Henry Rolando Scholarship
Morton and Elaine Schwartz Scholarship
Streett Memorial Scholarship
Dr. Charles Roberts Thomas Scholarship
James M. Trench, M.D. Scholarship
Michael Vinciquerra Trust Scholarship
Clarence and Geneva Warfield Scholarship
Walter M.Winters Scholarship
Randolph Winslow Scholarship
W. R. Winslow Residuary Trust Scholarship
Henry Zoller, Jr. Scholarship
LOAN FUNDS
Dr. Mortimer D. Abrashkin Student Loan
Balder Foundation Fund
Memorial Loan Fund of the Class of 1916
Class of 1935 Student Loan
Jay W Eaton Loan
Dr. Wetherbee Fort Loan
Gold-Steinberg Memorial Student Loan
Isaac Gutman Loan Fund
Sean Peter Houlihan Memorial Fund
Robert Wood Johnson Foundation Loan
James R. Karns, M.D. Memorial Student Loan
W.K. Kellogg Loan
Dr. Lloyd I. and Judith S. Kramer Loan
William and Sarah Kraut Student Loan
Michael H. Lipman Loan
Joseph Lipskey Loan
Jacob B. and Shirley K. Mandel Student Loan
128 School of Medicine
Drs. Charles W. and Kathleen R. McGrady Student Loan
Medical Alumni Association Student Loan
Edward L. and Lina H. Meirhof Loan
Caroline T. and Jack C. Morgan Student Loan
Dr. and Mrs. William B. Rogers Student Loan
Jessie Smith Noyes Foundation, Inc. Loan
Charles Pfizer Loan
F. Mason Sones Jr. Memorial Student Loan
Webster M. Strayer, M.D. Student Loan
Jimmie Swartz Foundation Student Loan
Jay Whitman Memorial Student Loan
Outside Sources
The Central Scholarship Bureau offers interest-free loans in amounts up to $3,500 per year
(maximum total of $8,000) to qualified Baltimore City and Baltimore County residents. For more
information:
Central Scholarship Bureau
c/o #108 Bristol House Apartments
4001 Clarks Lane
Baltimore, Maryland 21215
(410)358-8668
Primary Care Loans may equal tuition plus $2,500 annually. Interest accrual at 5 percent and
principal payments are deferred until one year after graduation at which time both interest and
principal payments begin. Both interest and principal may also be deferred for internships and
residencies and for up to three years of service in the uniformed services (including National
Health Service Corps) and the Peace Corps. Interest accrues from beginning of repayment period.
Recipients must enter and complete a residency training program in primary health care no later
than four years after graduation from the institution. Recipients must also practice primary health
care until the loan is repaid in full and provide annual certification that they are practicing primary
health care. Primary health care is defined as family medicine, general internal medicine, general
pediatrics, preventive medicine or osteopathic general practice.
The Maryland State Scholarship Administration offers one-year Maryland Professional School
Scholarships of $200-$ 1,000, which can be sought for subsequent years by proper reapplication.
Senatorial and House of Delegates awards are also available. To apply, students should complete
the Federal Renewal Free Application for Federal Student Aid or the Free Application for Federal
Student Aid.
National Medical Fellowships are need-based awards to minority medical students. For further
information and applications write:
National Medical Fellowships
250 West 57th Street
New York, New York 10019
University and Medical School Funds 129
The Federal Work-Study Program provides jobs for students who need financial aid and who
choose to earn part of their educational expenses. Jobs are arranged either on or off campus with
a public or private nonprofit agency. Eligible students may be employed for as many as 20 hours
per week. To be eligible for Federal Work-Study a student must apply for financial aid and demon-
strate financial need.
Federal Perkins Loans (formerly known as National Defense/Direct Student Loans) are avail-
able to students from the University. The aggregate legal loan maximum is $30,000 (including
undergraduate borrowing). The annual interest rate is 5 percent, interest does not accrue until
repayment begins.
Federal Subsidized Stafford Loans (formerly Guaranteed Student Loans) are made by private
lenders. The annual legal loan maximum for graduate students is $8,500. The aggregate loan limit
is $65,500, including graduate and undergraduate debt. Current interest rates for new borrowers
will be variable, but not higher than 8.25 percent. Interest does not accrue until repayment begins.
Federal Unsubsidized Stafford Loans are also made by private lenders. Medical students may
borrow up to $30,000 a year with an aggregate limit of $179,000. The interest rate is variable and
will be adjusted annually, with a 8.25 percent cap. Interest will accrue on the loan from the date
of disbursement and may be paid quarterly, annually, or will be capitalized.
Alternative Loans are designed to meet the remaining student's eligibility after both Federal
Subsidized and Unsubsidized Stafford Loans have been borrowed. Alternative loans are credit
based. Students are strongly encouraged not to borrow this loan unless absolutely necessary.
Federal regulations governing financial aid are subject to change, and it is suggested that inter-
ested applicants contact the Financial Aid Office to ensure receiving the most recent information.
130 School of Medicine
Administration and Faculty
University System of Maryland
ADMINISTRATION
Donald N. Langenberg, PhD, Chancellor
Charles R. Middleton, Vice Chancellor for Academic Affairs
John K. Martin, Vice Chancellor for Advancement
Joseph F. Vivona, Vice Chancellor for Administration and Finance
BOARD OF REGENTS
Nathan A. Chapman, Jr.
Lance W. Billingsley
Thomas B. Finan, Jr.
Michael C. Gelman
Louise Michaux Gonzales
Nina Rodale Houghton
The Honorable Steny H. Hoyer
Leronia A. Josey
Clifford Kendall
Jeong H. Kim
Admiral Charles R. Larson
Lillian Hobson Lincoln
David H. Nevins
Kevin G. Oxendine
The Honorable Joseph D. Tydings
William T. Wood
Henry A. Virts
University of Maryland Baltimore
ADMINISTRATION
David J. Ramsay, DM, DPhil, President
Joann A. Boughman, PhD, Vice President, Academic Affairs and Dean, Graduate School
James T. Hill, Jr., MPA, Vice President, Administrative Services
T. Sue Gladhill, MSW, Vice President, External Affairs
Donald E. Wilson, MD, MACP, Vice President for Medical Affairs and Dean,
School of Medicine
Morton I. Rapoport, MD, President and Chief Executive Officer,
University of Marvland Medical Svstem
Administration and Faculty 131
ACADEMIC DEANS
Richard R. Ranney, DDS, Dean, Dental School
Karen H. Rothenberg, JD, Dean, School of Law
Donald E. Wilson, MD, MACP, Vice President for Medical Affairs and Dean,
School of Medicine.
Barbara R. Heller, EdD, RN, FAAN, Dean, School of Nursing
David A. Knapp, PhD, Dean, School of Pharmacy
Jesse. J. Harris, DSW, Dean, School of Social Work
School of Medicine
ADMINISTRATION
Donald E. Wilson, MD, MACP, Vice President for Medical Affairs and Dean, School of
Medicine
Frank M. Calia, MD, MACP, Vice Dean and Senior Associate Dean, Academic Affairs
Jeanette K. Balotin, MPA, MA, Chief of Staff
Phyllis Hayes, BA, Assistant to the Dean
Mohamed S. Al-Ibrahim, MD, Associate Dean, Veterans Administration
Claudia R. Baquet, MD, MPH, Associate Dean, Policy & Planning
Robert A. Barish, MD, Associate Dean, Clinical Affairs
Howard B. Dickler, MD, Associate Dean, Research & Graduate Studies
Milford M. Foxwell, Jr., MD, Associate Dean, Admissions
Jack Gladstein, MD, Associate Dean, Student & Minority Affairs
Gregory F. Handlir, MBA, Associate Dean, Resource Management
Anthony L. Imbembo, MD, Associate Dean, Academic Administration
Nancy R. Lowitt, MD, EdM, FACP, Associate Dean, GME & CME
Garvin S. Maffett, EdD, Associate Dean, Development
David B. Mallott, MD, Associate Dean, Medical Education
Donna Parker, MD, Associate Dean, Student & Faculty Development/Minority Affairs
Bernard A. Carpenter, Jr., BA, Assistant Dean, Clinical Practice
Judy A. Emery, EdD, MS, Assistant Dean, Medical Education
James E. McNamee, PhD, Assistant Dean, Information Systems
Anne Hirshfield, PhD, Assistant Dean, Office for Research Subjects
A. John Galleazzi, MBA, Assistant Dean, Finance
S. Michael Plaut, MD, Assistant Dean, Student & Minority Affairs
Gary D. Plotnick, MD, Assistant Dean, Student & Minority Affairs
Gregory Robinson, MA, Assistant Dean, Operations & Human Services
David L. Stewart, MD, Assistant Dean, Ambulatory Education
Jordan E. Warnick, PhD, Assistant Dean, Student Education & Research
Sandra L. Dolan, PhD, Director, Academic Development
Hermione Hicks, MPA, Director, Recruitment
Jennifer B. Litchman, MA, Director, Public Affairs
Louisa A. Peartree, MBA, Director, Mission-Based Budgeting & Reporting
Terry B. Rogers, PhD, Director, MD/PhD Program
132 School of Medicine
BOARD OF VISITORS
Sylvan Frieman, MD
Charles F. Black
Morton D. Bogdonoff, MD
Joy Bramble
Roger J. Bulger, MD
Michael E Cryor
Ronald Geesey
Susan R. Guarnieri, MD
Richard M. Lombardo
Andrew M. Malinow, MD
Edward Magruder Passano, Jr.
Selvin Passen, MD
David S. Penn
Christine D. Sarbanes
Carl W. Stearn
Richard L. Taylor, MD
Daniel E. Wagner
Michael E. Waller
Department of Anatomy and Neurobiology
Professor and Chair
Michael T. Shipley, PhD
Anderson, Larry, PhD, Associate Professor
Boughter Jr., John D., PhD, Assistant Professor
Bovolin, Patrizia, PhD, Visiting Assistant Professor
Ennis, Matthew, PhD, Associate Professor
Hayar, Abdallah, PhD, Assistant Professor
Heyward, Philip M., PhD, Assistant Professor
Hirshfield, Anne, PhD, Professor
Hoffman, Gloria E., PhD, Professor
Hoover, Dennis J., PhD, Assistant Professor
Karnup, Sergei V., MD, PhD, Assistant Professor
Keller, Asaf, PhD, Associate Professor
Lee, Soon Chul, PhD, Visiting Professor
Leinders-Zufall, Trese, PhD, Assistant Professor
Li, Cheng-Shu, PhD, Assistant Professor
Margolis, Frank L., PhD, Professor
Markelonis, George J., PhD, Associate Professor
Munger, Steven D., PhD, Assistant Professor
Murphy, Anne Z., PhD, Assistant Professor
Oh, Tae Hwan, PhD, Professor
Peretto, Paola M., PhD, Visiting Assistant Professor
Priest, Catherine, PhD, Assistant Professor
Puche, Adam C, PhD, Assistant Professor
Pumplin, David, PhD, Professor
Richards, Linda J., PhD, Assistant Professor
Administration and Faculty 133
Roerig, Birgit, PhD, Assistant Professor
Smith, David V., PhD, Professor
Strum, Judy May, PhD, Professor
Zufall, Frank, PhD, Associate Professor
Department of Anesthesiology
Martin Helrich Professor and Chair
M. Jane Matjasko, MD
Afrangui, Beatrice, MD, Assistant Professor
Atwal, Jasjit B., MD, Assistant Professor
Bambrick, Linda L., PhD, Assistant Professor
Baroody, Brigid C, MD, Assistant Professor
Blenko, John W., MD, Assistant Professor
Bochicchio, Daniel J., MD, Assistant Professor
Boehm, Clifford, MD, Assistant Professor
Bourke, Denis, MD, Associate Professor
Chandrasekaran, Krish, PhD, Assistant Professor
Dutton, Richard P., MD, Assistant Professor
El-Maghrabi, Essam A., MD, Instructor
Fahy, Brenda G., MD, Associate Professor
Fiskum, Gary M., PhD, Professor
Fouche', Larita Y., MD, Assistant Professor
Gheorghiu, Ileana, MD, Assistant Professor
Gilbert, Timothy B., MD, Associate Professor
Gunawardane, Vajira R., MD, Assistant Professor
Harrison, Charles M., MD, Assistant Professor
Hasnain, Jawad U., MD, Assistant Professor
Hassassian, Sassan, MD, Assistant Professor
Hu, Peter, MS, Instructor
Jaberi, Mahmood, MD, Assistant Professor
Kent, Joel L., MD, Assistant Professor
Kristian, Tibor, MD, Assistant Professor
Mackenzie, Colin F., MD, Professor
Malinow, Andrew M., MD, Professor
Marcucci, Catherine, MD, Assistant Professor
Martz, Douglas G., MD, Assistant Professor
McCunn, Maureen, MD, Assistant Professor
Njoku, Mary J., MD, Assistant Professor
Noorani, Robert J., MD, Assistant Professor
Odonkor, Patrick N., MD, Assistant Professor
Pavia, Randyll, MD, Instructor
Price, Glenn S., MD, Assistant Professor
Savarese, Anne M., MD, Assistant Professor
Schreibman, David L., MD, Assistant Professor
Shepard, Eric K., MD, Assistant Professor
Shin, Baekhyo, MD, Professor
Sidhu, Sukhwant, MD, Instructor
Sivaraman, Vadivelu, MD, Assistant Professor
134 School of Medicine
Starkov, Antoli A., PhD, Research Associate
Tarantino, David P., MD, Assistant Professor
Thomas, Padmini, MD, Assistant Professor
Udekwu, Obi, MD, Assistant Professor
Waxman, Gary, MD, Assistant Professor
Wilson Jr., Henry L., MD, Assistant Professor
Xiao, Yan, PhD, Assistant Professor
Department of Biochemistry & Molecular Biology
Professor and Chair
Giuseppe Inesi, MD, PhD
Baldisseri, Donna M., PhD, Assistant Professor
Barcak, Gerard J., PhD, Associate Professor
Black, Lindsay, PhD, Professor
Bucci, Enrico, MD, Professor
Carrier, France, PhD, Assistant Professor
Chang, Dau-Yin, PhD, Assistant Professor
Collins, Kim D., PhD, Associate Professor
Cseresnyes, Zoltan, MS, Research Associate
Dubell, William H., PhD, Assistant Professor
Farrance, Iain K. G., PhD, Assistant Professor
Gill, Donald L., PhD, Professor
Gryczynski, Ignacy, PhD, Professor
Gryczynski, Zygmunt, PhD, Associate Professor
Gutierrez, Peter L., PhD, Professor
Herman, Petr, PhD, Research Associate
Hua, Suming, PhD, Assistant Professor
Klein, Michael G., PhD, Associate Professor
Lakowicz, Joseph, PhD, Professor
Long, Xilin, MD, PhD, Assistant Professor
Lu-Chang, A- Lien, PhD, Professor
Ma, Hailun, PhD, Research Associate
Melera, Peter W, PhD, Professor
Miller, Kristine, PhD, Visiting Associate Professor
Nowaczyk, Kazimierz, PhD, Research Associate
Rogers, Terry B., PhD, Professor
Schneider, Martin F., PhD, Professor
Shamoo, Adil, PhD, Professor
Shen, Yibing, PhD, Research Associate
Sumbilla, Carlota, PhD, Assistant Professor
Thompson, Richard B., PhD, Associate Professor
Tolosa, Leah M., PhD, Research Associate
Weber, David J., PhD, Associate Professor
Yu, Myoung He, PhD, Assistant Professor
Zhu, Wei-Youg, MD, PhD, Research Associate
Administration and Faculty 135
Department of Dermatology
Professor and Chair
Joseph W. Burnett, MD
Lowitt, Mark H., MD, Associate Professor
Lutz, Linda L., MD, Assistant Professor
Department of Diagnostic Radiology & Nuclear Medicine
Professor and Chair
Philip A. Templeton, MD
Allman, Robert A., MD, Professor
Beache, Garth M., MD, Interim Visiting Assistant Professor
Berg, Wendie A., MD, PhD, Associate Professor
Boyd-Kranis, Robin L., MD, Assistant Professor
Cadogan, Michael A., MD, Assistant Professor
Cao, Zongjian, PhD, Associate Professor
Cogan, Brad M., MD, Assistant Professor
Coldwell, Douglas M., MD, PhD, Professor
Daly, Barry D., MD, Professor
Dinker, Robert E., MD, Visiting Assistant Professor
Gross, George W., MD, Assistant Professor
Gullapalli, Rao P., PhD, Assistant Professor
Haney, Phillip, MD, Associate Professor
Hisley, Kenneth C., PhD, Assistant Professor
Hosseinzadeh, Keyanoosh, MD, Assistant Professor
Javitt, Marcia C, MD, Professor
Lambert, Carol, PhD, Assistant Professor
Lefkowitz, David M., MD, Associate Professor
Line, Bruce R., MD, Interim Visiting Assistant Professor
Lloyd II, Raymond A., MD, Assistant Professor
McAvoy, Marcia, MD, Assistant Professor
Mease, Ronnie C, PhD, Associate Professor
Melotti, Michelle, MD, Assistant Professor
Mirvis, Stuart, MD, Professor
Mrose, Helen E., MD, PhD, Associate Professor
Mulligan, Michael E., MD, Associate Professor
Murthy, Ravi, MD, Assistant Professor
Nessaiver, Moriel, PhD, Assistant Professor
Obuchowski, Abraham M., MD, Assistant Professor
Pugatch, Robert D., MD, Professor
Resnik, Charles S., MD, Professor
Roys, Steven R., BS, Research Associate
Shanmuganathan, Kathirkamanathan, MD, Associate Professor
Siegel, Eliot L., MD, Associate Professor
Smith, Stacy E., MD, Assistant Professor
Stainken, Brian F., MD, Interim Visiting Assistant Professor
Stallmeyer, M. Joanne, MD, PhD, Assistant Professor
136 School of Medicine
Weksberg, Allan P., MD, Assistant Professor
White, Charles S., MD, Associate Professor
Wong-You-Che, Jade J., MD, Associate Professor
Zoarski, Gregg H., MD, Associate Professor
Department of Epidemiology & Preventive Medicine
Professor and Chair
J. Glenn Morris, Jr., MD, MPH & TM
Amr, Sania, MD, Assistant Professor
Baquet, Claudia R., MD, Associate Professor
Baumgarten, Mona E., PhD, Associate Professor
Bradham, Douglas D., PhD, Associate Professor
Chen, Timothy, PhD, Professor
Dischinger, Patricia, PhD, Associate Professor
Fix, Alan D., MD, Assistant Professor
Flaws, Jodi A., PhD, Assistant Professor
Gruber-Baldini, Ann L., PhD, Assistant Professor
Hale, Antony D., MD, Assistant Professor
Harris, Anthony D., MD, Assistant Professor
Havas, Stephen, MD, Professor
Hawkes, William G., PhD, Assistant Professor
Hawkins, Marguerite, MD, Visiting Assistant Professor
Hebel, Richard, PhD, Professor
Karaolis, David K. R., PhD, Assistant Professor
Kessler, Irving, MD, PhD, Professor
Kjerulff, Kristen H., PhD, Associate Professor
Langenberg, Patricia, PhD, Professor
Magaziner, Jay S., PhD, Professor
Magder, Laurence, PhD, Associate Professor
McCarter, Robert, ScD, Associate Professor
Nevitt, Jonathan, PhD, Visiting Instructor
Orwig, Denise L., PhD, Research Associate
Powell, Jan L., PhD, Assistant Professor
Roghmann, Mary-Claire, MD, Assistant Professor
Rubin, Judith, MD, Professor
Scherer, Roberta W, PhD, Instructor
Scott, Jane D., ScD, Assistant Professor
Sexton, Mary S., PhD, Professor
Silbergeld, Ellen K., PhD, Professor
Smith, David L., PhD, Assistant Professor
Sozhamannan, Shanmuga, PhD, Instructor
Stine, O. Colin, PhD, Assistant Professor
Stolley, Paul D., MD, Professor
Strickland, G. Thomas, MD, PhD, Professor
Sulakvelidze, Alexander, PhD, Assistant Professor
Torpey III, David J., ScD, Assistant Professor
Wilson, Phillip D., PhD, Professor
Zhan, Min, PhD, Interim Visiting Assistant Professor
Administration and Faculty 137
Department of Family Medicine
Professor and Chair
Herbert L. Muncie, Jr., MD
Astin, John A., PhD, Assistant Professor
Barnet, Elizabeth, MD, Associate Professor
Bausell, R. Barker, PhD, Professor
Berman, Brian M., MD, Professor
Boykin, Stephanie, MD, Instructor
Colgan, Richard, MD, Assistant Professor
Conti, Tracey D., MD, Instructor
Esege, Alistair, MD, Instructor
Ferentz, Kevin S„ MD, Associate Professor
Kelsey, Riba C, MD, Instructor
Khanna, Niharika, MD, Assistant Professor
Lao, Lixing, PhD, Associate Professor
Mulasi, Ila, MD, Assistant Professor
Patel, Alkesh D., MD, Assistant Professor
Robinson, Leslie S., MD, Assistant Professor
Rooks, Yvette L., MD, Assistant Professor
Rose, Vivienne, MD, Assistant Professor
Shell, Donald, MD, Assistant Professor
Siegel, Neil M., MD, Assistant Professor
Stewart, David L., MD, Associate Professor
Taylor, Gregory H., MD, Assistant Professor
Tucker, Andrew M., MD, Assistant Professor
Warrington, Verlyn O., MD, Assistant Professor
Zhang, Grant, MD, PhD, Assistant Professor
Department of Medical and Research Technology
Professor and Chair
Denise M. Harmening, PhD
Adams, Karen, MA, Assistant Professor
Azzazy, Hassan M., PhD, Assistant Professor
Bash, Jerry A., PhD, Assistant Professor
Cook, Janine D., PhD, Assistant Professor
Gilman, Allan, MS, Instructor
Griffey, Paul A., MBA, Assistant Professor
Johnson, Lisa J., MS, Assistant Professor
Vucenik, Ivana, PhD, Associate Professor
138 School of Medicine
Department of Medicine
Theodore E. Woodward Professor and Chair
William L. Henrich, MD
Abraham, John M., PhD, Assistant Professor
Al-Ibrahim, Mohamed, MD, Professor
Alexander, Carla S., MD, Assistant Professor
Allen, Elsie M., MD, Associate Professor
Amelung, Pamela J., MD, Assistant Professor
Amoroso, Anthony, MD, Visiting Assistant Professor
Anania, Frank A., MD, Assistant Professor
Applefeld, Mark M., MD, Associate Professor
Atamas, Sergi P., MD, PhD, Assistant Professor
Bachur, Nicholas, MD, PhD, Professor
Balke, C. William, MD, Professor
Barry, Eileen M., PhD, Assistant Professor
Benitez, Roberto M., MD, Assistant Professor
Berman, Dora M., PhD, Assistant Professor
Blattner, William A., MD, Professor
Boedeker, Edgar C, MD, Professor
Briglia, Andrew E., DO, Assistant Professor
Britt, Edward J., MD, Professor
Britten, John S., MD, Associate Professor
Brown, Angela J., MD, Assistant Professor
Bujak, Danuta I., PhD, Research Associate
Calia, Frank M., MD, Professor
Cangro, Charles B., MD, PhD, Assistant Professor
Caplan, Ellis S., MD, Associate Professor
Carter, Kennita R., MD, Assistant Professor
Cleghorn, Farley R., MPH, Assistant Professor
Coggan, Andrew R., PhD, Associate Professor
Colvin Jr., Perry L., MD, Assistant Professor
Corretti, Mary C, MD, Associate Professor
Cross, Alan S., MD, Professor
Cunningham, Rochelle, MD, Visiting Assistant Professor
Danella, Rose D., PhD, Assistant Professor
Darwin, Peter E., MD, Assistant Professor
Davis Jr., Charles E., MD, Assistant Professor
Dawson, Nancy A., MD, Professor
deFilippi, Christopher R., MD, Associate Professor
DeLisle, Sylvain, MD, Associate Professor
Didder, Howard B., MD, Professor
Domenici, Louis J., MD, Associate Professor
Donnenberg, Michael S., MD, Professor
Donner, Thomas W., MD, Assistant Professor
Doyle, Laurence, MD, Professor
Edelman, Robert, MD, Professor
Edelman, Martin J., MD, Associate Professor
Fairchild, Emily S., MD, Assistant Professor
Fantry, George T., MD, Associate Professor
Administration and Faculty 139
Fantry, Lori E., MD, Assistant Professor
Fenton, Robert G., MD, PhD, Associate Professor
Ferrara, Cynthia M., PhD, Assistant Professor
Fink, Jeffrey C, MD, Assistant Professor
Fisher, Michael L., MD, Professor
Flores, Raymond H., MD, Associate Professor
Fontaine, Kevin R., PhD, Assistant Professor
Foxwell Jr., Milford M., MD, Assistant Professor
Frankel, Stanley R., MD, Associate Professor
Freudenberger, Ronald S., MD, Assistant Professor
Friedley, Nancy Jane, MD, Assistant Professor
Furth, Priscilla, MD, Associate Professor
Galen, James E., PhD, Assistant Professor
Gardner, Andrew W., PhD, Associate Professor
Gellman, Joel, MD, Assistant Professor
Gilliam, Bruce L., MD, Interim Visiting Assistant Professor
Gold, Michael R., MD, PhD, Associate Professor
Goldberg, Andrew P., MD, Professor
Goldblum, Simeon E., MD, Professor
Gomez, Oscar G., MD, PhD, Visiting Instructor
Gong, Da- Wei, MD, PhD, Assistant Professor
Gottlieb, Stephen S., MD, Professor
Greenwald, Bruce D., MD, Associate Professor
Gucer, Patricia, MA, Faculty Research Assistant
Habashi, Nader M., MD, Assistant Professor
Haluszka, Oleh, MD, Assistant Professor
Hamilton, Bruce P., MD, Professor
Hamilton, Jennifer, MD, Assistant Professor
Handwerger, Barry S., MD, Professor
Hanes, Donna S., MD, Assistant Professor
Hasday, Jeffrey D., MD, Associate Professor
Hausner, Petr F., MD, PhD, Assistant Professor
Hemani, Alnoor G., MD, Assistant Professor
Herzog Jr., William R., MD, Associate Professor
Heuser, Mark D., MD, Assistant Professor
Hey, Jamie C., MD, Assistant Professor
Heyman, Meyer R., MD, Associate Professor
Hise, Michael K., MD, Associate Professor
Hitt, Nancy D., DVM, Instructor
Hochberg, Marc C., MPH., Professor
Howell, Charles D., MD, Associate Professor
Huang, James M., PhD, Research Associate
Hussain, Arif, MD, Associate Professor
Izu, Leighton, PhD, Visiting Instructor
Jablonover, Michael R., MD, Assistant Professor
James, Stephen P., MD, Professor
Johnson, David E., PhD, Associate Professor
Joshi, Manjari, MD, Assistant Professor
Karp, Judith E., MD, Professor
Kastor, John A., MD, Professor
Katzel, Leslie I., MD, PhD, Associate Professor
140 School of Medicine
Keay, Susan K., MD, PhD, Associate Professor
Klapproth, Jan-Michael, MD, Instructor
Klassen, David K., MD, Associate Professor
Kleinberg, Michael E., MD, PhD, Associate Professor
Kushner, Herbert A., MD, Associate Professor
Lang, Thomas J., MD, PhD, Assistant Professor
Laskey, Warren K., MD, Professor
Laurin, Jacqueline, MD, Assistant Professor
Lee, Young Joo, MD, Assistant Professor
Levine, Myron M., PhD, Professor
Levitt, Alan E, MD, Assistant Professor
Li, Minglin, PhD, Instructor
Light, Paul D., MD, Associate Professor
Lowitt, Nancy R., MD, Assistant Professor
Mackowiak, Philip A., MD, Professor
Marshall, Sandra T., MD, Assistant Professor
May, Conrad, MD, Assistant Professor
McDiarmid, Melissa A., MD, Professor
McLenithan, John C, PhD, Assistant Professor
Meisenberg, Barry R., MD, Associate Professor
Meltzer, Stephen J., MD, Professor
Mikdashi, Jamal A., MD, Assistant Professor
Miller, Michael, MD, Associate Professor
Mitchell, Jr., Braxton D., PhD, MPH, Professor
Mookerjee, Bijoyesh, MD, Visiting Assistant Professor
Nicklas, Barbara J., PhD, Assistant Professor
Oldach, David W., MD, Assistant Professor
Oursler, Kris Ann, MD, Assistant Professor
Pallone, Thomas L., MD, Professor
Peters, Robert W., MD, Professor
Phillips, Gordon L., MD, Professor
Plotnick, Gary D., MD, Professor
Plowe, Christopher J., MD, Associate Professor
Rabinowitz, Ronald P., MD, Assistant Professor
Ramos, Emilio, MD, Associate Professor
Rapoport, Aaron P., MD, Assistant Professor
Rashba, Eric J., MD, Assistant Professor
Redfield, Jr., Robert R., MD, Professor
Robinson, Shawn W., MD, Assistant Professor
Rogus, Ellen M., PhD, Assistant Professor
Ross, Douglas D., MD, PhD, Professor
Rus, Violeta, MD, PhD, Assistant Professor
Rutherford, Robin E., MD, Associate Professor
Ryan, Alice S., PhD, Assistant Professor
Salzberg, Daniel J., MD, Assistant Professor
Samandari, Taraz, MD, PhD, Assistant Professor
Sarkodee-Adoo, Clarence, MD, Assistant Professor
Saunders, Elijah, MD, Professor
Sha, Qun, MD, PhD, Visiting Instructor
Shanholtz, Carl B., MD, Associate Professor
Shorofsky, Stephen R., MD, PhD, Associate Professor
Administration and Faculty 141
Shuldiner, Alan R., MD, Professor
Silver, Kristi D., MD, Assistant Professor
Silverman, Henry J., MD, Professor
Snitker, Soren, MD, PhD, Visiting Assistant Professor
Snow, Dorothy A., MD, Associate Professor
Sorkin, John D., MD, PhD, Assistant Professor
Stafford, James L., MD, Assistant Professor
Stamatos, Nicholas, MD, PhD, Assistant Professor
Standiford, Harold C, MD, Professor
Steinle, Nanette I., MD, Visiting Assistant Professor
Steplock, Deborah A., MS, Faculty Research Assistant
Szkudlinski, Mariusz W., MD, PhD, Assistant Professor
Tacket, Carol O., MD, Professor
Takebe, Naoko, MD, Assistant Professor
Tasker, David J., MD, Assistant Professor
Tkaczuk, Katherine, MD, Assistant Professor
Trucksis, Michele M., MD, PhD, Associate Professor
Van Echo, David A., MD, Professor
Via, Charles S., MD, Professor
Vogel, Robert A., MD, Professor
Wali, Ravinder, MD, Assistant Professor
Warren, John W., MD, Professor
Wasserman, Steven S., PhD, Associate Professor
Weber, Lawrence, MD, Assistant Professor
Weinman, Edward J., MD, Professor
Weinmann, Maxwell, MD, Assistant Professor
Weintraub, Bruce D., MD, Professor
Weir, Matthew R., MD, Professor
White, Barbara W, MD, Professor
Wilson, Keith T., MD, Associate Professor
Wolfsthal, Susan D., MD, Associate Professor
Yim, Gloria, MD, Assistant Professor
Yurovsky, Vladimir V, PhD, Assistant Professor
Department of Microbiology and Immunology
Professor and Chair
Jan Cerny, MD, PhD
Abraham, Kristin M., PhD, Assistant Professor
Ambulos, Jr., Nicholas, PhD, Assistant Professor
Azad, Abdu F., PhD, Professor
Carbonetti, Nicholas, PhD, Assistant Professor
Eremeeva, Marina E., ScD, Assistant Professor
Feldman, Ricardo A., PhD, Associate Professor
Flajnik, Martin F., PhD, Professor
Giron, Jorge A., PhD, Visiting Assistant Professor
Hassel, Bret A., PhD, Assistant Professor
Kalvakolanu, Dhan V, PhD, Associate Professor
Kamin-Lewis, Roberta M., PhD, Assistant Professor
142 School of Medicine
Kaper, James B., PhD, Professor
Livak, Ferenc, MD, Assistant Professor
Mobley, Harry L.T., PhD, Professor
Moudgil, Kamal D., MD, PhD, Associate Professor
Radulovic, Suzana, MD, PhD, Assistant Professor
Ruknudin, Abdul M., PhD, Assistant Professor
Sacci, John B., PhD, Assistant Professor
Schulze, Dan H., PhD, Associate Professor
Sedegah, Martha, PhD, Assistant Professor
Silverman, David J., PhD, Professor
Department of Neurology
Professor and Chair
Kenneth P. Johnson, MD
Barry, Elizabeth, MD, Associate Professor
Berndt, Rita S., PhD, Professor
Bever, Jr., Christopher, MD, Professor
Burton, Martha W., PhD, Assistant Professor
Calabresi, Peter, MD, Assistant Professor
Corcoran, Michael J., MD, Assistant Professor
Dhib-Jalbut, Suhayl S., MD, Professor
Fishman, Paul S., MD, Professor
Good, Janine L., MD, Associate Professor
Gorman, Peter H., MD, Associate Professor
Grattan, Lynn M., PhD, Associate Professor
Gunawardane, Ruwani D., MD, Instructor
Hafer-Macko, Charlene, MD, Assistant Professor
Hoffman, Paul M., MD, Professor
Judge, Susan I.V., PhD, Assistant Professor
Kittner, Steven J., MD, Professor
Koski, Carol, MD, Professor
Krumholz, Allan, MD, Professor
LaMonte, Marian P., MD, Assistant Professor
Lavin, Robert A., MD, Assistant Professor
Macko, Richard F., MD, Associate Professor
Makley, Michael J., MD, Assistant Professor
Matthews, Christopher, PhD, Assistant Professor
Oyler, George A., MD, PhD, Assistant Professor
Panitch, Hillel S., MD, Professor
Porter, Neil C, MD, Assistant Professor
Rohwer, Robert G., PhD, Associate Professor
Seiden, Lawrence, MD, Assistant Professor
Shulman, Lisa M., MD, Interim Visiting Assistant Professor
Silver, Kenneth H., MD, Associate Professor
Tang, Cha-Min, MD, PhD, Associate Professor
Weiner, William J., MD, Interim Visiting Assistant Professor
Wozniak, Marcella, MD, PhD, Associate Professor
Administration and Faculty 143
Department of Neurosurgery
R.K. Thompson Professor and Chair
Howard M. Eisenberg, MD
Aarabi, Bizhan, MD, Interim Visiting Assistant Professor
Aldrich, E. Francois, MD, Associate Professor
Chin, Lawrence, MD, Associate Professor
DiPatri Jr., Arthur J., MD, Assistant Professor
Gerzanich, Vladimir, MD, PhD, Assistant Professor
Simard, J. Marc, MD, PhD, Professor
Department of Obstetrics, Gynecology & Reproductive Sciences
Assistant Professor and Interim Chair
Hugh E. Mighty, MD
Aguan, Kripamoy, PhD, Assistant Professor
Albrecht, Eugene, PhD, Professor
Alger, Lindsay, MD, Professor
Brooks, Sandra E., MD, Associate Professor
Brown, Penny L., MD, Interim Visiting Assistant Professor
Buhimschi, Irina A., MD, Assistant Professor
Curran, Mary E., MPH, Instructor
D'heureux-Jo, Ann Marie, MD, Assistant Professor
Gegor, Carolyn L., iMS, Assistant Professor
Gregerson, Karen A., PhD, Associate Professor
Gurel, Sebahat A., MD, Visiting Associate Professor
Gurel, Hulusi, MD, Visiting Associate Professor
Harman, Christopher, MD, Professor
Johnson Jr., Harry W., MD, Associate Professor
Khandwala, Salil S., MD, Assistant Professor
Kopelman, Jerome N., MD, Associate Professor
Kriebs, Jan M., MS, Assistant Professor
Lidor, Yaron J., MD, Assistant Professor
Marvel, Richard P., MD, Assistant Professor
McClamrock, Howard, MD, Associate Professor
McCullum, Peggy L., MPH., Instructor
Novoa, Julio C, MD, PhD, Assistant Professor
Reddy, Uma M., MD, Assistant Professor
Thompson, Loren P., PhD, Associate Professor
Weiner, Carl P., MD, Professor
144 School of Medicine
Department of Ophthalmology
Professor and Chair
Eve J. Higginbotham, MD
Bernstein, Steven L., MD, PhD, Assistant Professor
Ellish, Nancy J., PhD, Assistant Professor
Hemady, Ramzi K., MD, Associate Professor
Hutcheson, Kelly A., MD, Assistant Professor
Johnson, Mary A., PhD, Associate Professor
Jones, B. Eric, MD, Assistant Professor
Kathuria, Sajeev S., MD, Assistant Professor
Koh, Shay- Whey, PhD, Assistant Professor
Pomeranz, Howard D., MD, PhD, Assistant Professor
Rutzen, Allan R., MD, Assistant Professor
Steidl, Scott M., PhD, Assistant Professor
Varma, Shambhu D., PhD, Professor
Department of Orthopaedic Surgery
James Lawrence Kernan Professor and Interim Chair
Andrew R. Burgess, MD
Antoniades, Spiro B., MD, Assistant Professor
Belkoff, Stephen M., PhD, Associate Professor
Copeland, Carol E., MD, Assistant Professor
Curl, Leigh Ann, MD, Assistant Professor
Dedeyne, Patrick G., PhD, Assistant Professor
Deitch, Mark A., MD, Assistant Professor
Edwards, Charles C, MD, Professor
Eglseder, W. Andrew, MD, Associate Professor
Gillespie, Thomas E., MD, Assistant Professor
Herzenberg, John E., MD, Professor
Jones, Alan L., MD, Assistant Professor
Kenzora, John E., MD, Professor
Moorman III, Claude T., MD, Assistant Professor
Paley, Dror, MD, Professor
Pollak, Andrew N., MD, Assistant Professor
Turen, Clifford, MD, Assistant Professor
Department of Pathology
Professor and Interim Chair
Sanford A. Stass, MD
Berlyn, Kathleen, PhD, Research Associate
Borkowski, Andrzej, MD, Assistant Professor
Brown, Lawrence, MD, Assistant Professor
Burken, Mitchell, MD, Assistant Professor
Administration and Faculty 145
Chang, Seung-Han, MS, Instructor
Christenson, Robert H., PhD, Professor
Chute, Dennis J., MD, Instructor
Constantine, Niel, PhD, Professor
Cottrell, John R., MS, Instructor
Davis, Myrtle A., DVM, PhD, Assistant Professor
DeClaris, Nicholas, ScD, Professor
DeTollaJr., Louis J., DVM, PhD, Associate Professor
Drachenberg, Cinthia, MD, Associate Professor
Duh, Show-Hong, PhD, Assistant Professor
Edelman, Bennett B., MD, Associate Professor
Fowler, Bruce A., PhD, Professor
Fulton, Amy M., PhD, Professor
Furlong, Maurice B., MD, Assistant Professor
Gocke, Christopher, MD, Associate Professor
Gyure, Kymberly, MD, Assistant Professor
Hamburger, Anne W., PhD, Professor
Heatfield, Barry M., PhD, Associate Professor
Henry, Michael R., MD, Associate Professor
Highsmith Jr., William E., PhD, Associate Professor
Hsu, Ih-Chang, PhD, Professor
Ioffe, Olga B., MD, Assistant Professor
Johnson, Judith A., PhD, Associate Professor
Jones, Raymond, PhD, Professor
Kundu, Namita, PhD, Instructor
Levine, Barry S., PhD, Associate Professor
Lipsky, Michael, PhD, Professor
Locke, James L., MD, Instructor
Mann, Dean L., MD, Professor
Mixson, Archibald, MD, Assistant Professor
Moore, George W., MD, PhD, Associate Professor
Murray, Patrick R., PhD, Professor
Papadimitriou, John C, MD, PhD, Associate Professor
Passaniti, Antonio, PhD, Assistant Professor
Rao, Srinivas, DVM, Instructor
Robbins, Deanna S., PhD, Associate Professor
Rus, Horea G., MD, PhD, Assistant Professor
Saladino, Andrew J., MD, Associate Professor
Shamsuddin, AbulKalam, MD, PhD, Professor
Shin, Moon, MD, Professor
Silverberg, Steven G., MD, Professor
Smialek, John E., MD, Professor
Smyth, Mary J., PhD, Assistant Professor
Sorace, James M., MD, Assistant Professor
Squibb, Katherine, PhD, Associate Professor
Stamberg, Judith, PhD, Associate Professor
Sun, Chen-Chih, MD, Professor
Trifillis, Anna L., PhD, Associate Professor
146 School of Medicine
Department of Pediatrics
Professor and Chair
Jay Perman, MD
Ackerman, Alice D., MD, Associate Professor
Black, Maureen, PhD, Professor
Blackmon, Lillian, MD, Associate Professor
Blaisdell, Carol J., MD, Associate Professor
Blitzer, Miriam, PhD, Professor
Bollinger, Mary E., DO, Assistant Professor
Carraccio, Carol, MD, Professor
Choo-Kang, Leona K., MD, Assistant Professor
Counts, Debra R., MD, Assistant Professor
Cowan, Tina M., PhD, Assistant Professor
Currey, Kathleen, MD, Assistant Professor
Daikoku, Serap O., MD, Assistant Professor
De Luca, Francesco, MD, Assistant Professor
Dubowitz, Howard, MD, Professor
Dulkerian, Susan J., MD, Assistant Professor
Englander, Robert R., MD, Assistant Professor
Fairchild, Karen D., MD, Assistant Professor
Fan, Liju, PhD, Assistant Professor
Farley, John J., MD, Assistant Professor
Fasano, Alessio, MD, Professor
Feigelman, Susan, MD, Associate Professor
Fox, Renee E., MD, Assistant Professor
Gewolb, Ira H., MD, Professor
Gladstein, Jack, MD, Associate Professor
Heisler, Alice B., MD, Assistant Professor
Horvath, Karoly, MD, PhD, Associate Professor
Kaljee, Linda M., PharMD, Assistant Professor
Keane, Virginia, MD, Associate Professor
King, James C, MD, Professor
Kinney, Judith M., PhD, Assistant Professor
Kotloff, Karen L., MD, Professor
Lassiter, Jennifer, MD, Instructor
Lichenstein, Richard, MD, Associate Professor
Losonsky, Genevieve, MD, Associate Professor
Louis-Jacque, Otto, MD, Assistant Professor
Lovchik, Judith, PhD, Assistant Professor
Love, Jon C, MD, Assistant Professor
Lu, Ruiliang, MD, Research Associate
Manikam, Ramasamy, PhD, Assistant Professor
McKenna, Mary C, PhD, Associate Professor
Mendley, Susan R., MD, Assistant Professor
Nataro, James P., MD, PhD, Professor
Ostrowski, Debra K., BS, Instructor
Palmer, Timothy, MD, Assistant Professor
Panigrahi, Pinaki, MD, PhD, Associate Professor
Peralta, Ligia, MD, Associate Professor
Administration and Faculty 147
Rennels, Margaret, MD, Professor
Robertson, Courtney, MD, Assistant Professor
Rodriguez, Andres, MD, Assistant Professor
Ross, Barbara C, MD, Instructor
Ruffin, John W., MD, Visiting Instructor
Sbarra, Linda, MD, Instructor
Schuler, Maureen, PhD, Assistant Professor
Shen, Rong-Fong, PhD, Associate Professor
Shubin, Charles I., MD, Associate Professor
Straumanis, John P., MD, Assistant Professor
Suggs, Adrienne, MD, Assistant Professor
Suryanarayan, Kaveri, MD, Assistant Professor
Sztein, Marcelo B., MD, Professor
Tepper, Vicki J., PhD, Assistant Professor
Toretsky, Jeffrey A., MD, Assistant Professor
Turner, Margaret, MD, Clinical Instructor
Vaidya, Vinay U., MD, Assistant Professor
Vigorito, Robert, MS, Instructor
Vink, Peter E., MD, Assistant Professor
Viscardi, Rose M., MD, Associate Professor
Watson, Douglas C, MD, Assistant Professor
Wilms-Floet, Anna Maria, MD, Visiting Assistant Professor
Wulfsberg, Eric, MD, Professor
Zielke, Carol, PhD, Assistant Professor
Zielke, Horst R., PhD, Professor
Department of Pharmacology & Exp. Therapeutics
Professor and Chair
Edson X. Albuquerque, MD, PhD
Abrams, Thomas W., PhD, Associate Professor
Alkondon, Manichava, PhD, Assistant Professor
Aurelian, Laure, PhD, Professor
Brodie, Angela, PhD, Professor
Brookes, Neville, PhD, Associate Professor
Burt, David, PhD, Professor
Eldefrawi, Amira, PhD, Professor
Eldefrawi, Mohyee, PhD, Professor
Frost, Douglas O., PhD, Professor
Gnatt, Averell, PhD, Assistant Professor
Hickey, Robert J., PhD, Associate Professor
Malkas, Linda H., PhD, Associate Professor
Njar, Vincent C, PhD, Assistant Professor
Pereira, Edna F.R., PhD, Research Associate
Randall, William, PhD, Associate Professor
Smith, Cynthia C, PhD, Assistant Professor
Warnick, Jordan E., PhD, Professor
Weinreich, Daniel, PhD, Professor
Yarowsky, Paul J., PhD, Associate Professor
148 School of Medicine
Department of Physical Therapy
Professor and Chair
Mary M. Rodgers, PhD, PT
Alon, Gad, PhD, Associate Professor
Alston, Margaret, PhD, Assistant Professor
Anderson, Paul A., PhD, Associate Professor
Bechtel, Roy H., PhD, Assistant Professor
Bender, Denise G., MEd, Assistant Professor
Davis, Katherine, MA, Assistant Professor
Forrester, Larry W., PhD, Assistant Professor
Keyser, Randall E., PhD, Assistant Professor
McBride, Kelly, MA, Assistant Professor
Romani, William A., PhD, Assistant Professor
Smith, Gerald V., PhD, Assistant Professor
Stanley, Rhonda K., PhD, Assistant Professor
Waller, Sandra A., MS, Assistant Professor
Whitall, Jill, PhD, Associate Professor
Wruble, Ellen R., MS, Assistant Professor
Department of Physiology
Professor and Chair
Mordecai P. Blaustein, MD
Alger, Bradley E., PhD, Professor
Bloch, Robert J., PhD, Professor
Bodkin, Noni L., PhD, Research Associate
Braileanu, Gheoghe T., DVM, PhD, Research Associate
Fondell, Joseph D., PhD, Assistant Professor
Goldman, Lawrence, PhD, Professor
Golovina, Vera A., PhD, Assistant Professor
Gonzalez-Serratos, Hugo, MD, PhD, Professor
Hamlyn, John M., PhD, Professor
Hansen, Barbara C., PhD, Professor
Koos, Robert D., PhD, Professor
Krueger, Bruce K., PhD, Professor
Lamont, Christine, PhD, Research Associate
Luther, Paul W, PhD, Assistant Professor
Matteson, Donald R., PhD, Associate Professor
McCarthy, Margaret, PhD, Associate Professor
Ortmeyer, Heidi K., PhD, Assistant Professor
Ruchkin, Daniel S., PhD, Professor
Selmanoff, Michael K., PhD, Professor
Shashkin, Pavel N., PhD, Visiting Instructor
Thompson, Scott M., PhD, Associate Professor
Ursitti, Jeanine A., PhD, Assistant Professor
Wade, James B., PhD, Professor
Wang, Yibin, PhD, Assistant Professor
Administration and Faculty 149
Welling, Paul A., MD, Associate Professor
Wier, W. Gil, PhD, Professor
Department of Psychiatry
Professor and Chair
Anthony F. Lehman, MD, MSPH
Adami, Helen, MSW, Research Associate
Adams Jr., Curtis N., MD, Assistant Professor
Anthony, Bruno, PhD, Associate Professor
Arbach, Eric J., MSW, Research Associate
Balis, Theodora, MD, Assistant Professor
Ball, Mary P., MS, Instructor
Barrett, David O., MD, Assistant Professor
Bellack, Alan S., PhD, Professor
Benson, Paul R., PhD, Assistant Professor
Bledsoe, Janet E., BS, Research Associate
Bogrov, Moira, MD, Assistant Professor
Brady, Dana L., BS, Faculty Research Assistant
Buchanan, Robert W, MD, Professor
Butchart, John C, MD, Assistant Professor
Carpenter, William T., MD, Professor
Ceresoli, Gianpiera, PhD, Instructor
Chess, Amy C, BA, Faculty Research Assistant
Clerkin, Lucy M., BS, Faculty Research Assistant
Collins, Mary, MSW, Research Associate
Conley, Robert R., MD, Associate Professor
Cooper, Lisa C, BS, Faculty Research Assistant
Deonarine, Mahindranauth, MD, Instructor
DiPino, Raymond, PhD, Assistant Professor
Dixon, Lisa M., MD, Associate Professor
Dotson, Angela G., BS, Faculty Research Assistant
Dunnigan, David L., MD, Assistant Professor
Duong, Quynh-Van, PharmD, Research Associate
Eberhardt, Michelle, MA, Research Associate
Ehrenreich, Mark, MD, Assistant Professor
Elliott, Amie R., MA, Research Associate
Elmer, Gregory I., PhD, Assistant Professor
Foster, Laura G., PhD, Assistant Professor
Francis, Grace A., PhD, Faculty Research Assistant
Francis, Alan N., MS, Research Associate
Frew, Karen B., BS, Research Associate
Frey, Kristin N., BA, Research Associate
Gandhi, Devang H., MD, Assistant Professor
Gao, Xue-Min, MD, Assistant Professor
Gearon, Jean S., PhD, Assistant Professor
Ghuman, Harinder, MD, Associate Professor
Giannandrea, Paul F., MD, Assistant Professor
Gold, James M., PhD, Associate Professor
150 School of Medicine
Goldberg, Richard W., PhD, Assistant Professor
Goldman, Howard H., MD, PhD, Professor
Green, Isis E, BS, Faculty Research Assistant
Green-Paden, Lisa D., MD, Assistant Professor
Grim-Haines, Julie A., MA, Research Associate
Grob, Phillip M., MD, Assistant Professor
Guard, Heather J., BS, Faculty Research Assistant
Guidetti, Paolo, PharmD, Assistant Professor
Guo, Nan, BS, Research Associate
Gupta, Anjali M., MD, Assistant Professor
Hackman, Ann L., MD, Assistant Professor
Hardin, Michael G., BA, Faculty Research Assistant
Hastings, Brian, MD, Assistant Professor
Heimberg, Carolyn, MD, Interim Visiting Assistant Professor
Hercher, Erika H., BS, Faculty Research Assistant
Hill, Beada H., MD, Assistant Professor
Hindsman, Robin, PhD, Assistant Professor
Hoffmann, Jane B., BA, Faculty Research Assistant
Iannone, Virginia, MA, Research Associate
Johnson, Jeannette, PhD, Associate Professor
Jones, Erika M., BA, Faculty Research Assistant
Jones, Michelle, BS, Faculty Research Assistant
Joy, Brian C., BS, Faculty Research Assistant
Kakoyannis, Athanasia, BA, Faculty Research Assistant
Kalra, Deborah L., PhD, Assistant Professor
Kane, Robert L., PhD, Associate Professor
Karkowski, Kathryn D., MSW, Research Associate
Kaup, Bruce A., MD, Assistant Professor
Kelley, Joyce L., BA, Faculty Research Assistant
Kelly, Deanna L., PharmD, Assistant Professor
Khazan, Tanya S., MD, Assistant Professor
Kirkpatrick, Brian, MD, Professor
Kiser, Laurel J., PhD, Associate Professor
Kling, Mitchel A., MD, Associate Professor
Knickman, Joy Kay, BS, Faculty Research Assistant
Knight, Anthony A., BS, Research Associate
Koenig, James I., PhD, Professor
Kreyenbuhl, Julie A., PhD, Interim Visiting Assistant Professor
Kunkel, Richard S., MSW, Research Associate
Lagana, Christine, PhD, Assistant Professor
Lahti, Adrienne, MD, Associate Professor
Langley, Heather L., BS, Faculty Research Assistant
Lari, Faye M., MD, Assistant Professor
Lee, Song-Chu, BA, Faculty Research Assistant
Leeson, Erin M., BS, Faculty Research Assistant
Lerner, Darin M., MD, Assistant Professor
Levy, Stevan, PhD, Assistant Professor
Liberto, Joseph G., MD, Associate Professor
Lopez, Mary B., BS, Faculty Research Assistant
Loreck, David, MD, Assistant Professor
Ma, Ning, MS, Research Associate
Administration and Faculty 151
Mallott, David B„ MD, Associate Professor
Matthews, Lynne C, MSW, Research Associate
Mayo, Cheryl L., BS, Faculty Research Assistant
McMahon, Robert P., PhD, Associate Professor
Miller, David R., BS, Faculty Research Assistant
Minter, Jennifer, BA, Faculty Research Assistant
Munson, Robert C, MA, Instructor
Nepomuceno, Minette T., BA, Research Associate
O'Donnell, Patrick S., MS, Research Associate
Osher, Fred C, MD, Associate Professor
Paskewitz, David, PhD, Assistant Professor
Phillips, Sheridan, PhD, Associate Professor
Plaut, S. Michael, PhD, Associate Professor
Postrado, Leticia T., PhD, Assistant Professor
Pruitt, David B., MD, Interim Visiting Assistant Professor
Quigley, Joan, Dipl., Faculty Research Assistant
RachBeisel, Jill, MD, Associate Professor
Rassoulpour, Arash, BS, Faculty Research Assistant
Reed, Susan A., MS, Instructor
Regenold, William T., MD, Assistant Professor
Reynolds, Rhonda L., Research Associate
Riley, Robert J., MD, Instructor
Roberts, Rosalinda, PhD, Professor
Robinson, Charles T., MD, Assistant Professor
Robles, Olalla, MS, Research Associate
Rocha, Beatriz D., MD, PhD, Assistant Professor
Rockcress, Timothy R, MD, Assistant Professor
Roskes, Erik J., MD, Assistant Professor
Rushton, Joseph M., MSW, Research Associate
Ruskin, Paul E., MD, Associate Professor
Russo, Thomas P., PhD, Assistant Professor
Schwarcz, Robert, PhD, Professor
Schweitzer, Julie B., PhD, Assistant Professor
Scott, Jack E., ScD, Assistant Professor
Seidman, Madeleine, MS, Faculty Research Assistant
Shepard, Paul D., PhD, Associate Professor
Smith, Julie A., PhD, Assistant Professor
Sokal, Joseph O., MD, Assistant Professor
Steller, Jill A., MSW, Faculty Research Assistant
Summerfelt, Ann, BA, Instructor
Surago, Angela M., BS, Faculty Research Assistant
Sydnor, James H., BS, Faculty Research Assistant
Tagamets, Malle A., PhD, Assistant Professor
Tamminga, Carol, MD, Professor
Tang, Cecilia, MD, Assistant Professor
Tashman, Nancy A., PhD, Assistant Professor
Temoshok, Lydia R., PhD, Professor
Tenhula, Wendy N., PhD, Assistant Professor
Thaker, Gunvant, MD, Professor
Thompson, Donald, MD, Assistant Professor
Ting, Hui-Tseng, MS, Research Associate
152 School of Medicine
Tinnirella, Antoinette, BA, Faculty Research Assistant
Udebiuwa, Angela O., MD, Instructor
Udell, Care L., BA, Faculty Research Assistant
Vogel, Michael W., PhD, Associate Professor
Warfel, Dale T., AA, Research Associate
Weiner, Elaine E., MD, Assistant Professor
Weintraub, Eric, MD, Assistant Professor
Weist, Mark D., PhD, Associate Professor
White, Angela N., BA, Faculty Research Assistant
Wilk, Christopher, BS, Research Associate
Wu, Hui-Qiu, PhD, Assistant Professor
Yu, Yang, MS, Research Associate
Department of Radiation Oncology
Professor and Chair
Carl M. Mansfield, MD, ScD, FACR, FACNM
Amin, Pradip P., MD, Assistant Professor
Balcer-Kubiczek, Elizabeth, PhD, Associate Professor
Carney, James P., PhD, Assistant Professor
Cheston, Sally, MD, Assistant Professor
DiBiase, Steven J., MD, Assistant Professor
Farese, Ann M., MS, Research Associate
Harrison, George, PhD, Associate Professor
Holmes, Timothy W., PhD, Assistant Professor
Hudes, Richard S., MD, Assistant Professor
Jacobs, Maria C, MD, Assistant Professor
Kennedy, Andrew S., MD, Assistant Professor
Lee, Charles L., PhD, Research Associate
Li, Jingdong, PhD, Research Associate
Li, X. Allen, PhD, Assistant Professor
Linder, Jeanette, MD, Assistant Professor
Ma, Lijun, PhD, Assistant Professor
MacVittie, Thomas J., PhD, Professor
Morgan, William F., PhD, Professor
Naqvi, Shahid A., PhD, Research Associate
Rhee, Juong G., PhD, Associate Professor
Sarfaraz, Mehrdad, PhD, Interim Visiting Assistant Professor
Shepard, David M., PhD, Assistant Professor
Smith, Leslie E., PhD, Research Associate
Suntharalingam, Mohan, MD, Assistant Professor
Vigneulle, Roy M., PhD, Assistant Professor
Wilson, Teresa M., PhD, Research Associate
Yu, Cedric X., ScD, Assistant Professor
Administration and Faculty 153
Department of Surgery
Professor and Chair
Bruce E. Jarrell, MD
Alexander, Richard B., MD, Associate Professor
Babb, Kevin O., MD, Assistant Professor
Badder, Elliott M., MD, Associate Professor
Barish, Robert A., MD, Professor
Bartlett, Stephen T., MD, Professor
Bass, Barbara L., MD, Professor
Belleza, Walter G., MD, Assistant Professor
Benjamin, Marshall, MD, Assistant Professor
Bochicchio, Grant V., MD, Assistant Professor
Bolgiano, Edward B., MD, Assistant Professor
Brown, James M., MD, Interim Visiting Assistant Professor
Browne, Brian J., MD, Professor
Butler, Kenneth H., PhD, Assistant Professor
Cardarelli, Marcelo G., MD, Assistant Professor
Carlson, Drew E., PhD, Associate Professor
Carter, W. Bradford, MD, Interim Visiting Assistant Professor
Castellanos, Paul F., MD, Assistant Professor
Chai, Toby C, MD, Assistant Professor
Chesley, Michelle, MD, Instructor
Chiu, William C, MD, Assistant Professor
Cho, Eugene S., MD, Visiting Instructor
Cicci, Regina L., PhD, Assistant Professor
Colonna II, John O., MD, Associate Professor
Cooper, Carnell, MD, Assistant Professor
Corder, Robert F., MD, Instructor
Cort, Marcia A., MD, Instructor
Cotto-Cumba, Cynthia, MD, Assistant Professor
Darlington, Daniel N., PhD, Associate Professor
Downing, Stephen W, MD, Assistant Professor
Dunkin, Brian J., MD, Assistant Professor
Emery, Brian E., MD, Assistant Professor
Euerle, Brian D., MD, Assistant Professor
Farber, Donna L., PhD, Assistant Professor
Farney, Alan C, MD, Assistant Professor
Fitzpatrick, James L., MD, Assistant Professor
Flanigan, John S., MD, Instructor
Flinn, William R., MD, Professor
Flowers, John L., MD, Associate Professor
Formby, Charles C, PhD, Professor
Foster III, Clarence, MD, Assistant Professor
Gaasch, Wade R., MD, Assistant Professor
Gamliel, Ziv, MD, Assistant Professor
Gann, Donald S., MD, Professor
Gens, David R., MD, Assistant Professor
Genuit, Thomas M., MD, Assistant Professor
Geroff, Adam J., MD, Assistant Professor
154 School of Medicine
Giles, Robert A., MD, Instructor
Goldberg, Nelson H., MD, Professor
Gray, William C., MD, Associate Professor
Grundmann, Katherine, MD, Instructor
Haan, James M., MD, Assistant Professor
Hadley, Gregg A., PhD, Associate Professor
Hanna, Dinah, MD, Interim Visiting Assistant Professor
Henry, Sharon M., MD, Assistant Professor
Hill, John L., MD, Professor
Hsu, Samuel S., MD, Assistant Professor
Imbembo, Anthony L., MD, Professor
Jackson, M. Christine, MD, Assistant Professor
Jacobs, Stephen C., MD, Professor
Jerrard, David A., MD, Associate Professor
Johnson, Dean E., MD, Assistant Professor
Kole, Kerry L., DO, Visiting Instructor
Krasna, Mark J., MD, Professor
Kuo, Dick C., MD, Assistant Professor
Kyprianou, Natasha, PhD, Associate Professor
Li, Daqing, MD, Assistant Professor
Ligon, Rhamin, MD, Assistant Professor
Lilly, Michael P., MD, Associate Professor
LoBrano, Marcia B., MD, Instructor
Mattu, Amal, MD, Assistant Professor
McPherson, Scott J., MD, Assistant Professor
Militello, Philip R., MD, Assistant Professor
Moesinger, Robert C., MD, Interim Visiting Assistant Professor
Mount-Varner, Geoffrey, MD, Instructor
Napolitano, Lena M., MD, Associate Professor
Naslund, Michael J., MD, Associate Professor
Neschis, David G., MD, Interim Visiting Assistant Professor
O'Connell, Jeanne M., MD, Assistant Professor
O'Malley, Bert W., MD, Associate Professor
Olshaker, Jonathan, MD, Professor
Perpall Jr., Arthur E., MD, Assistant Professor
Philosophe, Benjamin, MD, PhD, Assistant Professor
Pimentel, Laura, MD, Assistant Professor
Ponniah, Sathibalan, PhD, Assistant Professor
Prybys, Katherine, DO, Assistant Professor
Robertson, Bradley C., MD, Associate Professor
Rolnick, Michael A., MD, Assistant Professor
Rosenthal, Robert E„ MD, Professor
Sawyer, Robert, MD, Associate Professor
Scalea, Thomas M., MD, Professor
Schweitzer, Eugene J., MD, Associate Professor
Shibata, David, MD, Interim Visiting Assistant Professor
Silverman, Ronald P., MD, Assistant Professor
Singh, Navin, MD, Assistant Professor
Sisley, Amy C., MPH., Assistant Professor
Sklar, Geoffrey, MD, Associate Professor
Slezak, Sheri, MD, Associate Professor
Administration and Faculty 155
Soderstrom, Carl A., MD, Professor
Sonett, Joshua R., MD, Assistant Professor
Staecker, Hinrich, MD, PhD, Assistant Professor
Stone, Maureen L., PhD, Professor
Strauch, Eric D., MD, Assistant Professor
Stump, Kyle C, DVM, Assistant Professor
Teague, Heidi M., MD, Assistant Professor
Thrasher, Terry N., PhD, Professor
Voigt, Roger W., MD, Assistant Professor
Volpe, Carmine M., MD, Interim Visiting Assistant Professor
Wang, Jian-Ying, MD, PhD, Associate Professor
Wei, Chi-Ming, MD, PhD, Associate Professor
Witting, Michael D., MD, Assistant Professor
156 School of Medicine
University Policy Statements
Rights and Responsibilities for Academic Integrity
The academic enterprise is characterized by reasoned discussion between student and teacher, a
mutual respect for the learning and teaching process and intellectual honesty in the pursuit of new
knowledge. By tradition, students and teachers have certain rights and responsibilities that they
bring to the academic community. While the following statements do not imply a contract
between the teacher or the institution and the student, they are nevertheless conventions that
should be central to the learning and teaching process.
I. Faculty Rights and Responsibilities
A. Faculty members shall share with students and administrators the responsibility for
academic integrity.
B. Faculty members shall enjoy freedom in the classroom to discuss subject matter reason-
ably related to the course. In turn, they have the responsibility to encourage free and
honest inquiry and expression on the part of students.
C. Faculty members, consistent with the principles of academic freedom, have the respon-
sibility to present courses that are consistent with their descriptions in the catalog of
the institution. In addition, faculty members have the obligation to make students
aware of the expectations in the course, the evaluation procedures and the grading
policy.
D. Faculty members are obligated to evaluate students fairly, equitably and in a manner
appropriate to the course and its objectives. Grades must be assigned without preju-
dice or bias.
E. Faculty members shall make all reasonable efforts to prevent the occurrence of
academic dishonesty through appropriate design and administration of assignments
and examinations, careful safeguarding of course materials and examinations, and
regular reassessment of evaluation procedures.
F When instances of academic dishonesty are suspected, faculty members shall have the
responsibility to see that appropriate action is taken in accordance with institutional
regulations.
II. Student Rights and Responsibilities
A. Students share with faculty members and administrators the responsibility for
academic integrity.
B. Students have the right of free and honest inquiry and expression in their courses. In
addition, students have the right to know the requirements of their courses and to
know the manner in which they will be evaluated and graded.
C. Students have the obligation to complete the requirements of their courses in the time
and manner prescribed and to submit to evaluation of their work.
D. Students have the right to be evaluated fairly, equitably and in a timely manner appro-
priate to the course and its objectives.
E. Students shall not submit as their own work any work that has been prepared by
others. Outside assistance in the preparation of this work, such as librarian assistance,
tutorial assistance, typing assistance or such special assistance as may be specified or
approved by the appropriate faculty members, is allowed.
University Policy Statements 157
F. Students shall make all reasonable efforts to prevent the occurrence of academic
dishonesty. They shall by their own example encourage academic integrity and shall
themselves refrain from acts of cheating and plagiarism or other acts of academic
dishonesty.
G. When instances of academic dishonesty are suspected, students shall have the right and
responsibility to bring this to the attention of the faculty or other appropriate
authority.
III. Institutional Responsibility
A. Constituent institutions of the University System of Maryland shall take appropriate
measures to foster academic integrity in the classroom.
B. Each institution shall take steps to define acts of academic dishonesty, to ensure proce-
dures for due process for students accused or suspected of acts of academic dishonesty
and to impose appropriate sanctions on students found to be guilty of acts of academic
dishonesty.
C. Students expelled or suspended for reasons of academic dishonesty by any institution
in the University System of Maryland shall not be admissible to any other System insti-
tution if expelled or during any period of suspension.
(Approved Nov. 30, 1989, by the University System of Maryland Board of Regents.)
Disclaimer
No provision of this publication shall be construed as a contract between any applicant or student
and the University of Maryland Baltimore. The University reserves the right to change any admis-
sion or advancement requirement at any time. The University further reserves the right to ask a
student to withdraw at any time when it is considered to be in the best interest of the University.
Admission and curriculum requirements are subject to change without prior notice.
Eligibility to Register
A student may register at the University when the following conditions are met:
1 . the student is accepted to the University,
2. the student has received approval from the unit academic administrator, and
3. the student has demonstrated academic and financial eligibility.
Human Relations Code Summary
The University of Maryland Baltimore has a Human Relations Code for use by the entire campus
community. The code represents the University's commitment to human relations issues. The
specific purposes of the code include:
1. Prevention or elimination of unlawful discrimination on the basis of race, color, creed,
sex, sexual orientation, marital status, age, ancestry or national origin, physical or
mental handicap, or exercise of rights secured by the First Amendment of the U.S.
Constitution; and
2. Establishing a timely, effective grievance procedure as an alternative to more lengthy
formal processes for resolution of human relations issues.
158 School of Medicine
A Human Relations Committee was created to oversee the code. It is comprised of campus
faculty, administrators and students and is advisory to the president of the campus. The committee
may institute educational programs and provide an open forum on human relations issues. In
addition, the committee is charged with maintaining a mediation, investigation and hearing
process for specific complaints of discrimination brought by students, faculty or staff. The code
describes the particulars of the hearing process. It is the intent of the code to provide a grievance
procedure for an individual on campus who wants a cross-section of the campus community to
investigate and mediate a problem without having to resort to complaints to external agencies such
as the Maryland Commission on Human Relations, complaints under personnel rules or lawsuits.
Copies of the Human Relations Code are available in the dean's office, student affairs and
USGA offices in the Baltimore Student Union, and the Human Resources Management and
Affirmative Action offices in the Adminstration Building.
Service to Those with Infectious Diseases
It is the policy of the University of Maryland to provide education and training to students for the
purpose of providing care and service to all people. The institution will employ appropriate
precautions to protect providers in a manner meeting the patients' or clients' requirements while
also protecting the interest of students and faculty members participating in the provision of such
care or service.
No student will be permitted to refuse to provide care or service to any assigned person in the
absence of special circumstances placing the student at increased risk for an infectious disease. Any
student who refuses to treat or serve an assigned person without prior consent of the school
involved will be subject to penalties under appropriate academic procedures; such penalties to
include suspension or dismissal.
Confidentiality and Disclosure of Student Records
It is the policy of the University of Maryland to adhere to the Family Educational Rights and
Privacy Act (FERPA or Buckley Amendment). As such, it is the policy of the University:
1 . to permit students to inspect their education records,
2. to limit disclosure to others of personally identifiable information from education
records without students' prior written consent,
3. to provide students the opportunity to seek correction of their education records where
appropriate, and
4. to advise students they may file a complaint with the U.S. Department of Education
to allege a failure by the University to comply with FERPA.
Scheduling of Academic Assignments on Dates of
Religious Observance
It is the policy of the University of Maryland to excuse the absence(s) of students that result from
the observance of religious holidays. Students shall be given the opportunity, whenever feasible, to
make up, within a reasonable time, any academic assignments that are missed due to individual
University Policy Statements 159
participation in religious observances. Opportunities to make up missed academic assignments
shall be timely and shall not interfere with the regular academic assignments of the student. Each
school/academic unit shall adopt procedures to ensure implementation of this policy.
Review of Alleged Arbitrary and Capricious Grading
It is the policy of the University of Maryland that students be provided a mechanism to review
course grades that are alleged to be arbitrary or capricious. Each school/academic unit shall
develop guidelines and procedures to provide a means for a student to seek review of course grades.
These guidelines and procedures shall be published regularly in the appropriate media so that all
faculty members and students are informed about this policy.
Position on Acts of Violence and Extremism that are Racially,
Ethnically, Religiously or Politically Motivated
The University System of Maryland Board of Regents strongly condemns criminal acts of destruc-
tion or violence against the person or property of others. Individuals committing such acts at any
campus or facility of the University will be subject to swift campus judicial and personnel action,
including possible expulsion or termination, as well as possible state criminal proceedings.
160 School of Medicine
Student Right to Know and Campus Security Act Request
The Student Right to Know and Campus Security Act (Public Law 101-542), signed into federal
law November 8, 1990, requires that the University of Maryland Baltimore make readily available
to its students and prospective students the information listed below.
Should you wish to obtain any of this information, please check the appropriate space(s), fill in
your name, mailing address and UMB school name, print this form and send it to:
University Office of Student Affairs
Attn: Student Right to Know Request
University of Maryland Baltimore
Suite 336, Baltimore Student Union
621 West Lombard Street
Baltimore, MD 21201
COMPLETE AND RETURN THIS PORTION
□ Financial Aid
□ Costs of Attending the University of Maryland Baltimore
□ Refund Policy
□ Facilities and Services for Handicapped
□ Procedures for Review of School and Campus Accreditation
□ Completion/Graduation Rates for Undergraduate Students
□ Loan Deferral under the Peace Corps and Domestic Violence Services Act
□ Campus Safety and Security
□ Campus Crime Statistics
Name
Addi
UMB School and Program
University Policy Statements 161
Campus and Area Maps
To Reach the Campus
The University is located in downtown Baltimore, six blocks west of the Inner Harbor and two
blocks north of Oriole Park at Camden Yards in the University- Center district.
From Washington, D.C. and Points South via 1-95: From 1-95 take Route 395 (downtown
Baltimore) and exit onto Martin Luther King Jr. Boulevard, staying in the right lane. At the fourth
traffic light, turn right onto Baltimore Street. Turn left at the second traffic light onto Paca Street.
The Baltimore Grand Garage (visitors' parking) is immediately on the right.
From I-295N (Baltimore- Washington Parkway):
As the Parkway enters Baltimore, it briefly becomes
Russell Street and then Paca Street. Continue north to
the intersection of Paca and Baltimore streets, where
you will see the Baltimore Grand Garage (visitors'
parking) is on the right.
From Annapolis and Southern Maryland: Follow
Route 50E to I-97N to 695W (Baltimore Beltway) to
1-29 5N (Baltimore- Washington Parkway), and follow
directions from points south via I-295N.
From the East: Take 1-9 5 S to Route 395 (downtown
Baltimore) and follow directions from points south via I-
95. Or, take 695W (Baltimore Beltway) to I-83S to its
end. You will be on President Street. Go to the third traffic
light and turn right onto Lombard Street. Continue about
one mile and turn right onto Paca Street. The Baltimore
Grand Garage (visitors' parking) is two blocks north on the right.
From the North and Northeast: North: Follow I-83S (Harrisburg Expressway) to its end in
downtown Baltimore. Follow 1-83 directions above.
Northeast: The campus is accessible from I-95S to either 395 (downtown Baltimore), and
follow directions from points south via 1-95, or 695W (Baltimore Beltway) to I-83S. Follow 1-83
directions above.
From the West: Take I-70E to 695S to I-95N. From 1-95, take Route 395 and follow direc-
tions from points sought via 1-95.
Francis Scott
Bridge
Transportation and Parking
Bus: MTA routes 1, 2, 7, 8, 11, 20, 35 and 36 serve the campus.
Subway: The Baltimore Metro runs from Johns Hopkins Hospital to Owings Mills. Stops
nearest the University are at Lexington Market and Charles Center.
Light Rail: Light rail connects park and ride locations in northern Baltimore County and
Oriole Park at Camden Yards, then continues south to Glen Burnie and Baltimore/Washington
International Airport. The UniversityCenter stop is two blocks east of campus on Baltimore Street.
Train: MARC commuter service runs from Camden Station, 301 W. Camden St.
162 School of Medicine
LEXINGTON ST _
Hio , «
.*;!
vBHBB
8~FATI
BALTIMORE ST. -•
FAYETTE ST
nM7
^_ _ — LOMBARD ST. ___«—■
"i
PORTLAND ST
CAMDEN ST
AB Administration Bldg.
737 W. Lombard St. K2
AHB Allied Health Bldg. 100 Penn St.
K3
AC Athletic Center (Pratt St. Garage) L4
BSU Baltimore Student Union
621 W. Lombard St. K6
BIO Biomedical Research Facility
108 N. Greene St. E6
BRB Bressler Research Bldg.
655 W. Baltimore St. H3
BRM Babe Ruth Birthplace/Museum N5
CB Century Bldg. 506 W. Fayette St.
E8
DH Davidge Hall 522 W. Lombard St. J 7
DS Dental School 666 W. Baltimore
St. F3
DCCC Downtown Child Care Center
237 N. Arch St. B5
NMD Dr. Samuel D. Harris Nat'l Museum
of Dentistry 31 S. Greene St. J7
EH East Hall 520 W. Lombard St. J7
EHS Environmental Health & Safety Bldg.
714 W. Lombard St. J2
GL
GSB
HSF
HSFII/F
HS/HSL
HGB
HL
HH
JTFB
LS-MLL
L-SW/F
LM
LB
Gray Lab 520 W. Lombard St.
(rear) J7
Greene St. Bldg. 29 S. Greene St. 17
Health Sciences Facility
685 W. Baltimore St. H3
Health Sciences Facility ll/Future
700 W. Lombard St. J3
Health Sciences and Human
Services Library 601 W. Lombard
St. L6
Homer Gudelsky Bldg.
Lombard & Greene Sts. J6
Hope Lodge 636 W. Lexington St.
C4
Howard Hall 660 W. Redwood St.
H4
James T. Frenkil Bldg. 16 S. Eutaw
St. 19
Law School-Marshall Law Library
111 S. Greene St. K7
Law-Social Work Bldg./ Future
500 W. Baltimore St. G7
Lexington Market C 7-9
Lombard Bldg. 515 W. Lombard St.
LSB/F
MCPO
MBC
K7
Lombard St. Bldg./Future J5
Market Center Post Office D6
Maryland Bar Center 520 W.
Fayette St. E7
MIEMSS Maryland Inst, for Emergency
Medical Services Systems 653 W.
Pratt St. M4
MPA Maryland Pharmacists Association
650 W. Lombard St. J4
MBIO
Medical Biotechnology Center
721 W. Lombard St. K2
MSTF
Medical School Teaching Facility
685 W. Baltimore St. H2
NS
Nursing School 655 W. Lombard
St. K5
OP
Oriole Park at Camden Yards 010
OSPC
Old St. Paul's Cemetery 12
PR
PascaultRow 651-665 W.
Lexington St. D3
PLC
Pharmacy Learning Center
110 N. Pine St. E2
RX
Pharmacy School 20 N. Pine St.
G2
PSPS
Pine St. Police Station 214 N. Pine
St. C2
RMH
Ronald McDonald House
635 W. Lexington St. D4
SSW
School of Social Work
525 W. Redwood St. 17
STC
Shock Trauma Center
Lombard & Penn Sts. 14
SMEX
State Medical Examiners Bldg.
Ill Penn St. L4
UMFM
Univ. of MD Family Medicine
29 S. Paca St. J9
UMaryland Medical Center Univ. of MD
Medical Center
22 S. Greene St. H5
UMPB Univ. of MD Professional Bldg.
419 W. Redwood St. 19
UP University Plaza H7
USB University Square Bldg. 11 S. Paca
St. H9
VAMC Veterans Affairs Medical Center
10 N. Greene St. G6
WPCC Walter P. Carter Center
620 W. Fayette St. E4
WMH Westminster Hall 529 W. Fayette
St. F7
100NE 100 N. Eutaw St. E9
100NG 100 N. Greene St. E6
405R 405 W. Redwood St. Bldg. 19
410WF 410 W. Fayette St. E9
502F 502 W. Fayette St. Bldg. E8
701P 701 W. Pratt St. Bldg. M3
Parking
PCS Parking & Commuter Services Office
622 W. Fayette St. E5
□ Employee. O Student. O Visitor, Q Patient
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Baltimore Grand Garage F9
Dental Patient Parking Lot F4
Koester's Lots C4. C5
Lexington Garage C3
Pearl Garage E5
Penn St. Garage L3
Pratt St. Garage L5
University Plaza Garage
(underground) H7
PUBLIC PARKING
Campus and Area Maps 163
Notes
Notes
Live Music
Archive
Librivox
Free Audio
Metropolitan Museum
Cleveland
Museum of Art
Internet
Arcade
Console Living Room
Open Library
American
Libraries
TV News
Understanding
9/11